Assessment-based assignment of remediation and enhancement activities

ABSTRACT

A system and method is configured to determine an initial assessment score for an initial curriculum activity for a learner. A query identifying, within a data logic or at least one database record, a lower threshold value is executed. Responsive to determining that the initial assessment score is less than the lower threshold value, a query is executed identifying a remediation curriculum activity associated with the initial curriculum activity and a first graphical user interface is encoded including an identification of the learner and a first user interface element configured to cause the server hardware computing device to modify a lesson plan of the learner to include the remediation curriculum activity. The first graphical user interface is transmitted to a client hardware computing device for display.

FIELD OF THE INVENTION

This disclosure relates to the field of systems and methods configuredto calculate an assessment score for instructors, learners, and schools,automatically generate a learning curriculum for learners according totheir calculated assessment score, and generate a Graphical UserInterface (GUI) displaying reports of the learners' progress toinstructors, administrators, and parents.

SUMMARY OF THE INVENTION

The present invention provides systems and methods comprising one ormore server hardware computing devices or client hardware computingdevices, communicatively coupled to a network, and each comprising atleast one processor executing specific computer-executable instructionswithin a memory that, when executed, cause the system to: generate: atleast one core curriculum activity identified within the system as beingassociated with a global scale of English (GSE) level; and a preliminaryassessment of the at least one core curriculum activity; calculate apreliminary assessment score for the preliminary assessment comprising acomparison of at least one first assessment user input with a firstcorrect assessment response within a data logic or at least one databaserecord within the system; execute a query identifying, within the datalogic or the at least one database record, a threshold value; responsiveto a determination that the preliminary assessment score is below thethreshold value: execute a query identifying a supplemental curriculumcontent stored within the system and associated with the GSE level;encode, for display on a graphical user interface (GUI) on a clienthardware computing device, the preliminary assessment score, the atleast one core curriculum activity, and the supplemental curriculumcontent; generate a second assessment of the supplemental curriculumcontent; and calculate a second assessment score for the secondassessment comprising a comparison of at least one second assessmentuser input with a second correct assessment response within the datalogic or the at least one database record; and responsive to adetermination that the preliminary assessment score or the secondassessment score is above the threshold value: execute a queryidentifying a certification stored within the system and associated withthe GSE level; and associate the certification in the database with auser that entered the first assessment user input or the secondassessment user input.

The above features and advantages of the present invention will bebetter understood from the following detailed description taken inconjunction with the accompanying drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 illustrates a system level block diagram for an assessment-basedmeasurable progress learning system.

FIG. 2 illustrates a system level block diagram for an assessment-basedmeasurable progress learning system.

FIG. 3A illustrates a more detailed system level block diagram for anassessment-based measurable progress learning system.

FIG. 3B illustrates a more detailed system level block diagramrepresenting a highly distributed software environment for anassessment-based measurable progress learning system.

FIG. 4A illustrates a non-limiting example GUI for an administratorusing the assessment-based measurable progress learning system.

FIG. 4B illustrates a more detailed system level block diagramrepresenting a highly distributed software environment for anassessment-based measurable progress learning system.

FIG. 5 illustrates a non-limiting example GUI for an assessment withinthe assessment-based measurable progress learning system.

FIG. 6 illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 7A illustrates a non-limiting example flow chart for method stepsexecuted by the assessment-based measurable progress learning system.

FIG. 7B illustrates a more detailed non-limiting example flow chart formethod steps executed by the assessment-based measurable progresslearning system.

FIG. 8 illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 9A illustrates a non-limiting example flow chart for method stepsexecuted by the assessment-based measurable progress learning system.

FIG. 9B illustrates a non-limiting example flow chart for method stepsexecuted by the assessment-based measurable progress learning system.

FIG. 10 illustrates a non-limiting example GUI for a parent of a learnerusing the assessment-based measurable progress learning system.

FIG. 11A illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 11B illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 11C illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 11D illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 11E illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 11F illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 12A illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12B illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12C illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12D illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12E illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12F illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 12G illustrates a non-limiting example GUI for a learner using theassessment-based measurable progress learning system.

FIG. 13A illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 13B illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 13C illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 14A illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 14B illustrates a non-limiting example GUI for an instructor usingthe assessment-based measurable progress learning system.

FIG. 15A illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15B illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15C illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15D illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15E illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15F illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 15G illustrates a non-limiting example GUI for a parent using theassessment-based measurable progress learning system.

FIG. 16 is a flowchart depicting a method implemented by the presentsystem to automatically evaluate learners and to modify lesson plans ofthe learners to incorporate remediation or enhancement curriculumactivities as necessary.

FIG. 17A-17I depicts user interfaces enabling an instructor to reviewlearner performance and selectively assign remediation curriculumactivities and enhancement curriculum activities to learners based uponperformance on an initial curriculum activity.

DETAILED DESCRIPTION

The present inventions will now be discussed in detail with regard tothe attached drawing figures that were briefly described above. In thefollowing description, numerous specific details are set forthillustrating the Applicant's best mode for practicing the invention andenabling one of ordinary skill in the art to make and use the invention.It will be obvious, however, to one skilled in the art that the presentinvention may be practiced without many of these specific details. Inother instances, well-known machines, structures, and method steps havenot been described in particular detail in order to avoid unnecessarilyobscuring the present invention. Unless otherwise indicated, like partsand method steps are referred to with like reference numerals.

In today's competitive global market, English is a core, and indeed, oneof the most important needs within large growth markets with millions ofpotential students where English is a non-native language (e.g.,HispanoAmerica, Brazil, China, Turkey, etc.). In such countries or othergeographical regions in which English is not the native language,learning English at the optimal proficiency level can build a betterfuture for nearly anyone.

Learning English as a second language is a priority for, and is beingrequested within the large growth markets mentioned above by children,adults, schools, and potential employers as a core need for improvinglives and the living (i.e., careers) of children, adults, schools, andpotential employers. Because of this, parents are investing significantamounts of time and money in order to have their kids learn English, inaddition to continuing to develop their native language and encouragetheir children to continue to improve their core academic competencies.Unfortunately, because English is not their native language, someparents cannot measure the level of proficiency of their children, andare further unable to help them with the homework required to improvetheir children's English skills, as they do not know the complexities ofthe English language. Additionally, administrators for learninginstitutions that teach English are seeking for differentiators to setthem apart from their key competitors, but lack a standardized systemthat would allow them to demonstrate a superior English teaching staff,skills, and curriculum.

To address these issues, the disclosed embodiments combine regularongoing and summative assessments that determine a specific placement ofa learner within a learning (e.g., Global Scale of English, or GSE)framework, and provide each learner with a personalized contentcurriculum including learning assets generated by a progressivemeasurable learning system designed to more effectively instruct andpersonalize learning of the English language at scale. Remedial contentis provided as needed in order to achieve desired efficacy outcomes forrelevant objectives to be achieved. In some embodiments, this solutionmay be presented at a Kindergarten through 12th grade level (K-12), inwhich the users may be dedicating from 2-8 hours per week, therebysatisfying opportunities available in a variety of markets.

Because learners, parents, instructors, and/or administrators (thelearning institution owner, director, coordinator, etc.) all playimportant roles in the learner's success, the disclosed embodimentsinclude an online learning community delivering and developing resourcesfor the learners, the instructors, and the administrators. The disclosedembodiments may therefore include four primary users or key personas,including the learners, the learner's parents, the instructors, and oneor more school administrators. The one or more school administrators maybe important as directors of the school/institution as key decisionmakers. Directors, owners, or academic coordinators of institutions mayrecognize the competitive edge that the disclosed embodiments mayrepresent. The learner's parents may also play a very important role inprimary levels of the K-12 infrastructure described above, in thatparents have a very real impact on the learning of each student.

Each of these four primary users may be led, via the various systems,methods, and/or user interfaces described in detail below, through aprocess including at least four steps. First, any of the four primaryusers may access and complete an intake assessment placement test withinthe system, which assesses the overall language mastery of the user.This intake assessment placement test is focused on efficacy, and allowsthe four primary users to determine and understand the standing of aspecific school or other institution, the standing of each studentwithin the school/institution, the standing of each teacher within theschool/institution, etc. This assessment may further provide forprofessional and academic development as described in more detailherein. As additional users are guided through the intake assessmentplacement test, the system is able to gather data, possibly in the formof database data records, and compare the data for students and teachersaccording to the GSE, which, as described in more detail herein, isbased on a robust structure.

Second, using the data and reports produced from the intake assessmentplacement test, the disclosed system may automatically generate (or oneor more of the four primary user may determine) a curriculum for aprogressive learning plan for each user (e.g., learners and instructors)according to the intake assessment of the user's overall languagemastery. Specifically, this curriculum may create a starting point basedon the data and/or reports, and further based, in some disclosedembodiments, on an analysis of the user's mastery of the Englishlanguage. The curriculum may include any combinations of digital oranalog courseware which is engaging to the students, including coursematerials, course software/widgets, professional development materials,and/or any other interactive course material for the user to complete.Each of the items within this curriculum may include specific learningobjectives for the user, and each of these learning objectives, in turn,be mapped to a specific level of the GSE.

Third, as each user completes the curriculum materials which are mappedto the learning objectives within the GSE, the disclosed embodimentsreceive the data input by the user and build one or more assessmentdatabase records for each user indicating their mastery of learningobjectives based on their performance in the recommended coursematerials. Specifically, the disclosed technologies are needed toaccomplish a measurable progression of each user, from both a formativeand a consolidation point of view. As each user finishes each learningunit, learning objective, and/or course materials, the progression ofeach user may be measured, the progress assessment being a measurementof mastery of specific learning objectives (e.g., for a specific unit),and not overall language mastery. The measurable progression may beretrofit into the information that the system and the user haveproduced, in order to focus the student curriculum on a personalizationfor the learner, in addition to the core curriculum behind the groupplatforms and capabilities described above. In other words, the systemmay update the recommended course materials for students based on theprogress assessment. Specifically, the system may generate, or one ormore of the users described above, may identify remedial personalizedcontent for users, which may be personalized at the level that twodifferent learners in two different classes may have completelydifferent course materials.

Fourth, one or more relevant achievement modules may provide first,grade placements, and second, certifications. The disclosed embodimentsmay deliver relevant achievement, by passing and advancing from one ofthe K-12 grades to another, or may offer one or more certifications,either academically, such as in English using the GSE, orprofessionally. As noted above, each of the steps of this four stepprocess is focused on an efficacy vision with a base of the GSE, whichis a strong and powerful tool used as a guideline, and allows for arobust system for measuring and delivering new measurements in efficacyand delivering better learning.

The disclosed system includes: one or more server hardware computingdevices (servers), one or more data stores/databases, and one or moreclient hardware computing devices (clients), all coupled to a network.

In some embodiments, a system administrator or other user may access thesystem via a client and input software logic and/or one or more datarecords defining the GSE. As described in detail below, the GSE is astandardized, granular scale from 10 to 90, which measures Englishlanguage proficiency in each of four functional skills: listening,reading, speaking and writing.

The GSE software logic and/or data records input by the user mayinclude, as non-limiting examples: the logical structure of the GSE; ascoring paradigm; a number of skill categories and/or learningobjectives (e.g., listening, understanding, reading, speaking, writing,vocabulary, grammar, etc.), which may include “can do” statements thatdefine specific skills within each of the skill categories, which mustbe mastered to achieve a certain GSE score or level. The software logicand/or data records may be associated with one another within the systemto define the structure of the GSE and tasks required to achieve aspecific GSE score or level.

The disclosed embodiments may further store a plurality of curriculumcontent including, as non-limiting examples: assessments (e.g., quizzesand tests), learning materials (e.g., worksheets or other assignments),multimedia (e.g., video, games, virtual reality interaction, etc.), orother materials, each of which may be associated within the system withone or more elements within the GSE structure defined herein.

Some curriculum content or other learning materials may be designatedwithin the disclosed system as core curriculum content that must belearned and completed by all learners to achieve the desired GSE score,while other learning materials may be designated as supplemental orremedial curriculum content, which are not required for all learners,but may be helpful to learners requiring additional learning or practicein order to complete the learning modules associated with the desiredGSE score. Thus, the learning materials may be designated within thesystem as either core curriculum content, or supplemental/remedialcurriculum content.

The disclosed system may store a plurality of advertising materials forthe disclosed system (e.g., website or other media advertising such asmultimedia ads). In response to these advertising materials, anadministrator may create an administrator profile or account, possiblyincluding data records for the administrator's username, password,learning institution details, contact data, faculty or otherinstructors, learner enrollment, etc. In response to the administratorauthenticating to the disclosed system (e.g., via username and passwordassociated with the profile/account), the disclosed system may generatean administrator GUI to be displayed on the administrator's client.Initially, this administrator GUI may include a control paneldisplaying: instructional and/or training materials for operating thedisclosed system; instructor profiles, including details about each ofthe instructors within the school; instructor training materials;learner profiles including details about each of the learners within thelearning institution; etc. The disclosed system may further includetools for assessing and training instructors within the administrator'sschool, and to assess each learner and create a customized learningcurriculum personalized to each learner.

The instructor assessment may include one or more software modulesconfigured to generate a control panel displayed within a GUI on aclient, such as the administrator or instructor GUI, and may beconfigured to assess and score various skills and qualifications foreach instructor within the learning organization. For example, theinstructor assessment software modules may determine a GSE score foreach instructor by accessing and presenting each instructor with anumber of questions or other assessment materials stored within thesystem. The instructor may input their responses and/or other input, andthe software modules may compare the input with correct answers storedwithin the system, and calculate a score according to a total correctinput by the instructor. This data, as well as the resulting reportingdata described below, may be stored in the database in association withone or more instructor profile data records.

The disclosed system may further define a threshold for one or moreinstructor skills, qualifications, certifications, etc. If the analysisof the instructor's assessment input shows a percentage of correctassessment input beyond this threshold, the server may update one ormore instructor profile or account data records within the system to beassociated with a specific skill level, qualification, certification,etc.

However, if the analysis of the instructor's assessment input shows apercentage of correct assessment input below the defined threshold forthe one or more instructor skills, qualifications, certifications, etc.,the disclosed system may identify the assessment skills and/or topicsfor which the instructor scored low (e.g., input an incorrect answer),and identify and access one or more stored training or othersupplemental resource materials identified within the system forimproving the identified skills or topics. These training materials maybe stored as software modules and/or data records within the database.Thus, the disclosed embodiments may further include online learning forinstructors, providing information for instructors for professionaldevelopment, possibly via the instructor GUI, described in more detailherein, that allows instructors to personalize and better impactlearning for each of their students.

The server may then generate a report, to be displayed on the instructorand/or administrator GUI, based on the instructor's score. If ananalysis of the stored instructor profile data records shows that theinstructor performed beyond the threshold, the report may include theinstructor's qualifications for specific certifications, etc. If theanalysis shows that the instructor performed below the threshold, theserver may generate means (e.g. links), included in the GUI foraccessing the stored training or other supplemental resources. Theserver may then transmit the GUI, including the reporting data, to theinstructor or administrator's client for display. The instructor maythen access, complete, and be assessed on these training or otherresources, and repeat the process until the instructor reaches orexceeds the desired threshold level. The results of this process may bedisplayed on the instructor and/or administrator GUI. The instructor GUImay further include access to training resources for the disclosedsystem and the functionality disclosed herein.

The disclosed embodiments may further include a learner assessment, foreach learner within the school, possibly divided by class. For example,the learner assessment may include one or more software modules,possibly accessible via a GUI (e.g., the administrator, instructorand/or learner GUI), and configured to determine and generate a GSEscore, and an appropriate associated learning curriculum includinglearning modules for a desired GSE level or score, for each learnertaking the assessment. The learner assessment software modules maydetermine a GSE score for each learner by accessing and presenting eachlearner with a number of questions or other assessment materials storedwithin the system, each of which is associated in the system with aspecific area or category (e.g., listening, understanding, reading,speaking, writing, vocabulary, grammar, etc.) and/or learning objective,described in more detail below. The learner may input their responses orother input, and the software modules may compare the input with correctanswers stored within the system, and calculate a GSE score according toan amount of correct learner input for each of the areas, categories,learning objectives, etc. This data, as well as the resulting reportingdata described below, may be stored within data storage in associationwith one or more learner profile data records within the database.

Using a GUI (e.g., the administrator, instructor, learner, or parentGUI, described below), an administrator, instructor, learner, or parentmay input a desired GSE score to be achieved in a specific time period(e.g., moving from a 3rd grade level score to a 4th grade level scorewithin the next school year). The disclosed system may identify specificareas, categories, and/or learning objectives for which the learnerscored low (e.g., input an incorrect answer for the associatedassessment materials), and generate a learner curriculum comprising corecurriculum content including practice learning modules (e.g., practiceexercises, reading comprehension assignments, speaking interactionpractice, videos, virtual reality (VR) interactions, quizzes/tests,etc.) identified within the system as being associated with, and forimproving, the identified skills or topics, which must be completed inthe designated time frame to achieve the desired GSE score. Theselearning modules may be stored as software modules and/or data recordswithin the database. The server may then generate a report, to bedisplayed on the learner, instructor, administrator, and/or parent GUIincluding the learner's GSE score, the desired GSE score to be completedwithin the time frame, and access (e.g., hyperlinks) to the learner'spersonalized core curriculum.

As the learner completes each learning module, the server may access andpresent to the learner, possibly via the learner GUI, an assessment forthat learning module. Similar to the assessment above, this assessmentmay include one or more questions or other material for which thelearner provides assessment response input, which the system compareswith an identified correct response or input within the software logicor database. The learner may complete the assessment, and the server maycompare the learner's completed assessment responses or input with thecorrect responses within the logic and/or database of the system, togenerate an average assessment score for the learner. This data, as wellas any resulting reporting data, may be stored within data storage inassociation with one or more learner profile data records within thedatabase.

Similar to the instructor assessment above, the disclosed system mayfurther define one or more threshold scores for specific skills, areas,categories, and/or learning objectives tested within the assessment forthe learning module. If the analysis of the learner's assessment inputshows a percentage of correct assessment input far beyond thisthreshold, the server may update the personalized learner curriculum toeliminate curriculum materials associated in the system with skills,areas, categories, or learning objectives for which the learner hasscored well beyond the threshold.

However, if the analysis of the learner's assessment input shows apercentage of correct assessment input below the defined threshold forthe one or more specific skills, areas, categories, and/or learningobjectives tested within the learning module, the disclosed system mayautomatically determine that additional curriculum materials are needed.The system may therefore identify and access the supplemental and/orremedial curriculum content associated with, and for improving, theidentified low score skills, areas, categories, and/or learningobjectives within the learner assessment. This supplemental or remedialcurriculum content may be stored as software modules and/or data recordswithin the database.

The server may then generate a report, to be displayed on the learner,instructor, administrator, and/or parent GUI, based on the learner's GSEscore. If an analysis of the stored learner profile data records showsthat the learner performed beyond the threshold, the report may includean update to the learner's control panel providing access (e.g., links)to the accelerated curriculum materials. If the analysis shows that thelearner performed below the threshold, the server may update thelearner's control panel providing access to the supplemental or remedialresources. The server may then transmit the GUI, including the reportingdata and control panel, to the client(s) for display. The learner maythen access the updated control panel, as well as the updatedaccelerated or remedial resources, and repeat the assessment process.This process may be repeated until the learner reaches the thresholdlevel to advance to their desired GSE level, and ultimately achievetheir desired GSE score.

The reporting data may be displayed on learner, instructor, and/oradministrator GUIs, providing access to performance reporting data atvarious levels (e.g., learner, class, instructor, school, etc.). Forexample, using the instructor GUI, instructors may access and viewreporting data on a class, and may drill down through the navigation onthe control panel to access individual learner data, and recommend apersonalized course for each learner, including the accelerated orsupplemental/remedial curriculum content for each learner, which willimprove their skills to move to the desired GSE level and/or score.Using the administrator GUI, an administrator may access, view, and/ornavigate through the control panel to drill down through reporting dataincluding details at a school, instructor, class, or individual learnerlevel, and may recommend instructor training or learner curriculumupdates accordingly.

In addition, a parent GUI/control panel displayed on a parent client(e.g., as a downloaded software app or website) may provide access toany of the learner reporting data described herein (e.g., assessmentscores, GSE level/score, core, accelerated, or remedial assignments andassessments in the personalized curriculum, etc.). The parent GUI mayalso include a translation software module providing instructions forthe learner's assignments, supplemental materials, and/or reports,translated into the parent's native language, allowing the parent tounderstand the learner's progress, and assist them where needed, as wellas improve their own English skills.

The disclosed embodiments include a GSE-based system and method whichprovides a personalized learning system for learners, allowinginstructors, administrators, and/or parents to identify weaknesses in alearner's current curriculum, and personalize the curriculum to help thelearner achieve their academic goals within a timeline, as describedabove.

In the example embodiments described in detail herein, the systems andmethods may apply the GSE scoring methodology. The GSE is astandardized, granular scale from 10 to 90, which measures Englishlanguage proficiency in each of four functional skills: listening,reading, speaking and writing. The GSE is also used within the disclosedembodiments to indicate proficiency levels and enable skills for grammarand vocabulary. The GSE is psychometrically aligned with the CommonEuropean Framework of Reference (CEFR). Unlike other frameworks, whichdescribe attainment in wide bands, the GSE identifies what a learner cando in a more granular way at each point (i.e., integer value) on thescale. It is therefore possible to much more precisely show whether alearner—or a learning objective, as described below—is situated towardthe top or bottom, or somewhere in the middle, of a comparativelywide-banded level (e.g., the six wide levels of the CEFR).

The GSE and the CEFR each include a framework of learning objectiveswith which the scores on the scale are associated. The GSE and CEFRmodels describe the development of proficiency as quantitative (i.e.,how many tasks someone can perform) and qualitative (i.e., how well theyperform them). Hence, the quantitative dimension is expressed in termsof communicative activities, while the qualitative dimension isexpressed in terms of communicative competencies. The GSE and CEFR alsomodel and scale communicative strategies, viewed as the link betweencommunicative competencies and communicative activities. According to auser's knowledge and abilities, he or she will employ differentstrategies when performing a given activity. Each GSE and CEFR learningobjective are described in terms of the competency they test, and areassociated with one of the six levels of the scale.

The GSE framework extends, and fills gaps in, the framework of the CEFRand modifies the way in which the learning objectives are presented.Much like the CEFR learning objectives, descriptors for GSE learningobjectives relate to functional activities (i.e., specific languagetasks) in addition to competencies. In particular, the descriptors aretypically composed of three consecutive elements: performance,describing the language function itself (e.g., “Can answer the telephone[in English]”); criteria, describing the intrinsic quality of theperformance, typically in terms of the range of language used (e.g.,“using a limited range of basic vocabulary”); and conditions, describingany extrinsic constraints on the performance (e.g., “with visualsupport,” or “if spoken slowly and clearly”). In order to create a setof learning objectives that can support a more granular scale ofmeasurement, the same task frequently occurs at multiple levels ofquality; the quality indicators are included in the learning objectiveitself (i.e., via the criteria). Sociolinguistic and pragmaticcompetencies are also included in the wording of the learning objectivesthemselves, rather than being presented as a separate set.

In the GSE, each integer value, or “score,” on the scale is associatedwith one or more learning objectives in each of the four functionalskills. Each integer value/score on the scale is also associated withgrammar and vocabulary. Someone who is at a particular point on the GSEpossesses a 50% probability of being able to perform the learningobjectives at that level. The probability is higher for those learningobjectives at a lower level, and the probability is lower for thoselearning objectives at a higher level. That said, language learning isnot necessarily sequential, and a learner might be strong in one area,where he has had a lot of practice or a particular need or motivation,but quite weak in another. For that reason, to say that a learner is‘at’ a certain level on the GSE does not mean he has necessarilymastered every GSE learning objective for every skill up to that point.Neither does it mean that he has failed to master any learning objectiveat a higher GSE score. If an individual is assessed as being at 61 onthe scale, it means s/he has a 50% probability of being able to performlearning objectives at that level, a greater probability of being ableto perform learning objectives at a lower level, and a lower probabilityof being able to perform learning objectives at a higher level.

The disclosed embodiments, therefore, may assist a user in: planning, atan appropriate level for their learners, a curriculum and course;planning lessons; creating assessments and learning materials, byunderstanding what the user's learners should be learning at eachGSE/CEFR level; aligning the user's existing materials to the GSElearning objectives; creating admin reports; and giving feedback tolearners and parents.

FIG. 1 illustrates a non-limiting example distributed computingenvironment 100, which includes one or more computer server computingdevices 102, one or more client computing devices 106, and othercomponents that may implement certain embodiments and features describedherein. Other devices, such as specialized sensor devices, etc., mayinteract with client 106 and/or server 102. The server 102, client 106,or any other devices may be configured to implement a client-servermodel or any other distributed computing architecture.

Server 102, client 106, and any other disclosed devices may becommunicatively coupled via one or more communication networks 120.Communication network 120 may be any type of network known in the artsupporting data communications. As non-limiting examples, network 120may be a local area network (LAN; e.g., Ethernet, Token-Ring, etc.), awide-area network (e.g., the Internet), an infrared or wireless network,a public switched telephone networks (PSTNs), a virtual network, etc.Network 120 may use any available protocols, such as (e.g., transmissioncontrol protocol/Internet protocol (TCP/IP), systems networkarchitecture (SNA), Internet packet exchange (IPX), Secure Sockets Layer(SSL), Transport Layer Security (TLS), Hypertext Transfer Protocol(HTTP), Secure Hypertext Transfer Protocol (HTTPS), Institute ofElectrical and Electronics (IEEE) 802.11 protocol suite or otherwireless protocols, and the like.

The embodiments shown in FIGS. 1-2 are thus one example of a distributedcomputing system and is not intended to be limiting. The subsystems andcomponents within the server 102 and client devices 106 may beimplemented in hardware, firmware, software, or combinations thereof.Various different subsystems and/or components 104 may be implemented onserver 102. Users operating the client devices 106 may initiate one ormore client applications to use services provided by these subsystemsand components. Various different system configurations are possible indifferent distributed computing systems 100 and content distributionnetworks. Server 102 may be configured to run one or more serversoftware applications or services, for example, web-based or cloud-basedservices, to support content distribution and interaction with clientdevices 106. Users operating client devices 106 may in turn utilize oneor more client applications (e.g., virtual client applications) tointeract with server 102 to utilize the services provided by thesecomponents. Client devices 106 may be configured to receive and executeclient applications over one or more networks 120. Such clientapplications may be web browser based applications and/or standalonesoftware applications, such as mobile device applications. Clientdevices 106 may receive client applications from server 102 or fromother application providers (e.g., public or private applicationstores).

As shown in FIG. 1 , various security and integration components 108 maybe used to manage communications over network 120 (e.g., a file-basedintegration scheme or a service-based integration scheme). Security andintegration components 108 may implement various security features fordata transmission and storage, such as authenticating users orrestricting access to unknown or unauthorized users.

As non-limiting examples, these security components 108 may comprisededicated hardware, specialized networking components, and/or software(e.g., web servers, authentication servers, firewalls, routers,gateways, load balancers, etc.) within one or more data centers in oneor more physical location and/or operated by one or more entities,and/or may be operated within a cloud infrastructure.

In various implementations, security and integration components 108 maytransmit data between the various devices in the content distributionnetwork 100. Security and integration components 108 also may use securedata transmission protocols and/or encryption (e.g., File TransferProtocol (FTP), Secure File Transfer Protocol (SFTP), and/or Pretty GoodPrivacy (PGP) encryption) for data transfers, etc.).

In some embodiments, the security and integration components 108 mayimplement one or more web services (e.g., cross-domain and/orcross-platform web services) within the content distribution network100, and may be developed for enterprise use in accordance with variousweb service standards (e.g., the Web Service Interoperability (WS-I)guidelines). For example, some web services may provide secureconnections, authentication, and/or confidentiality throughout thenetwork using technologies such as SSL, TLS, HTTP, HTTPS, WS-Securitystandard (providing secure SOAP messages using XML encryption), etc. Inother examples, the security and integration components 108 may includespecialized hardware, network appliances, and the like (e.g.,hardware-accelerated SSL and HTTPS), possibly installed and configuredbetween servers 102 and other network components, for providing secureweb services, thereby allowing any external devices to communicatedirectly with the specialized hardware, network appliances, etc.

Computing environment 100 also may include one or more data stores 110,possibly including and/or residing on one or more back-end servers 112,operating in one or more data centers in one or more physical locations,and communicating with one or more other devices within one or morenetworks 120. In some cases, one or more data stores 110 may reside on anon-transitory storage medium within the server 102. In certainembodiments, data stores 110 and back-end servers 112 may reside in astorage-area network (SAN). Access to the data stores may be limited ordenied based on the processes, user credentials, and/or devicesattempting to interact with the data store.

With reference now to FIG. 2 , a block diagram of an illustrativecomputer system is shown. The system 200 may correspond to any of thecomputing devices or servers of the network 100, or any other computingdevices described herein. In this example, computer system 200 includesprocessing units 204 that communicate with a number of peripheralsubsystems via a bus subsystem 202. These peripheral subsystems include,for example, a storage subsystem 210, an I/O subsystem 226, and acommunications subsystem 232.

One or more processing units 204 may be implemented as one or moreintegrated circuits (e.g., a conventional micro-processor ormicrocontroller), and controls the operation of computer system 200.These processors may include single core and/or multicore (e.g., quadcore, hexa-core, octo-core, ten-core, etc.) processors and processorcaches. These processors 204 may execute a variety of resident softwareprocesses embodied in program code, and may maintain multipleconcurrently executing programs or processes. Processor(s) 204 may alsoinclude one or more specialized processors, (e.g., digital signalprocessors (DSPs), outboard, graphics application-specific, and/or otherprocessors).

Bus subsystem 202 provides a mechanism for intended communicationbetween the various components and subsystems of computer system 200.Although bus subsystem 202 is shown schematically as a single bus,alternative embodiments of the bus subsystem may utilize multiple buses.Bus subsystem 202 may include a memory bus, memory controller,peripheral bus, and/or local bus using any of a variety of busarchitectures (e.g. Industry Standard Architecture (ISA), Micro ChannelArchitecture (MCA), Enhanced ISA (EISA), Video Electronics StandardsAssociation (VESA), and/or Peripheral Component Interconnect (PCI) bus,possibly implemented as a Mezzanine bus manufactured to the IEEE P1386.1standard).

I/O subsystem 226 may include device controllers 228 for one or moreuser interface input devices and/or user interface output devices,possibly integrated with the computer system 200 (e.g., integratedaudio/video systems, and/or touchscreen displays), or may be separateperipheral devices which are attachable/detachable from the computersystem 200. Input may include keyboard or mouse input, audio input(e.g., spoken commands), motion sensing, gesture recognition (e.g., eyegestures), etc.

As non-limiting examples, input devices may include a keyboard, pointingdevices (e.g., mouse, trackball, and associated input), touchpads, touchscreens, scroll wheels, click wheels, dials, buttons, switches, keypad,audio input devices, voice command recognition systems, microphones,three dimensional (3D) mice, joysticks, pointing sticks, gamepads,graphic tablets, speakers, digital cameras, digital camcorders, portablemedia players, webcams, image scanners, fingerprint scanners, barcodereaders, 3D scanners, 3D printers, laser rangefinders, eye gaze trackingdevices, medical imaging input devices, MIDI keyboards, digital musicalinstruments, and the like.

In general, use of the term “output device” is intended to include allpossible types of devices and mechanisms for outputting information fromcomputer system 200 to a user or other computer. For example, outputdevices may include one or more display subsystems and/or displaydevices that visually convey text, graphics and audio/video information(e.g., cathode ray tube (CRT) displays, flat-panel devices, liquidcrystal display (LCD) or plasma display devices, projection devices,touch screens, etc.), and/or non-visual displays such as audio outputdevices, etc. As non-limiting examples, output devices may include,indicator lights, monitors, printers, speakers, headphones, automotivenavigation systems, plotters, voice output devices, modems, etc.

Computer system 200 may comprise one or more storage subsystems 210,comprising hardware and software components used for storing data andprogram instructions, such as system memory 218 and computer-readablestorage media 216.

System memory 218 and/or computer-readable storage media 216 may storeprogram instructions that are loadable and executable on processor(s)204. For example, system memory 218 may load and execute an operatingsystem 224, program data 222, server applications, client applications220, Internet browsers, mid-tier applications, etc.

System memory 218 may further store data generated during execution ofthese instructions. System memory 218 may be stored in volatile memory(e.g., random access memory (RAM) 212, including static random accessmemory (SRAM) or dynamic random access memory (DRAM)). RAM 212 maycontain data and/or program modules that are immediately accessible toand/or operated and executed by processing units 204.

System memory 218 may also be stored in non-volatile storage drives 214(e.g., read-only memory (ROM), flash memory, etc.) For example, a basicinput/output system (BIOS), containing the basic routines that help totransfer information between elements within computer system 200 (e.g.,during start-up) may typically be stored in the non-volatile storagedrives 214.

Storage subsystem 210 also may include one or more tangiblecomputer-readable storage media 216 for storing the basic programmingand data constructs that provide the functionality of some embodiments.For example, storage subsystem 210 may include software, programs, codemodules, instructions, etc., that may be executed by a processor 204, inorder to provide the functionality described herein. Data generated fromthe executed software, programs, code, modules, or instructions may bestored within a data storage repository within storage subsystem 210.

Storage subsystem 210 may also include a computer-readable storage mediareader connected to computer-readable storage media 216.Computer-readable storage media 216 may contain program code, orportions of program code. Together and, optionally, in combination withsystem memory 218, computer-readable storage media 216 maycomprehensively represent remote, local, fixed, and/or removable storagedevices plus storage media for temporarily and/or more permanentlycontaining, storing, transmitting, and retrieving computer-readableinformation.

Computer-readable storage media 216 may include any appropriate mediaknown or used in the art, including storage media and communicationmedia, such as but not limited to, volatile and non-volatile, removableand non-removable media implemented in any method or technology forstorage and/or transmission of information. This can include tangiblecomputer-readable storage media such as RAM, ROM, electronicallyerasable programmable ROM (EEPROM), flash memory or other memorytechnology, CD-ROM, digital versatile disk (DVD), or other opticalstorage, magnetic cassettes, magnetic tape, magnetic disk storage orother magnetic storage devices, or other tangible computer readablemedia. This can also include nontangible computer-readable media, suchas data signals, data transmissions, or any other medium which can beused to transmit the desired information and which can be accessed bycomputer system 200.

By way of example, computer-readable storage media 216 may include ahard disk drive that reads from or writes to non-removable, nonvolatilemagnetic media, a magnetic disk drive that reads from or writes to aremovable, nonvolatile magnetic disk, and an optical disk drive thatreads from or writes to a removable, nonvolatile optical disk such as aCD ROM, DVD, and Blu-Ray® disk, or other optical media.Computer-readable storage media 216 may include, but is not limited to,Zip® drives, flash memory cards, universal serial bus (USB) flashdrives, secure digital (SD) cards, DVD disks, digital video tape, andthe like. Computer-readable storage media 216 may also include,solid-state drives (SSD) based on non-volatile memory such asflash-memory based SSDs, enterprise flash drives, solid state ROM, andthe like, SSDs based on volatile memory such as solid state RAM, dynamicRAM, static RAM, DRAM-based SSDs, magneto-resistive RAM (MRAM) SSDs, andhybrid SSDs that use a combination of DRAM and flash memory based SSDs.The disk drives and their associated computer-readable media may providenon-volatile storage of computer-readable instructions, data structures,program modules, and other data for computer system 200.

Communications subsystem 232 may provide a communication interface fromcomputer system 200 and external computing devices via one or morecommunication networks, including local area networks (LANs), wide areanetworks (WANs) (e.g., the Internet), and various wirelesstelecommunications networks. As illustrated in FIG. 2 , thecommunications subsystem 232 may include, for example, one or morenetwork interface controllers (NICs) 234, such as Ethernet cards,Asynchronous Transfer Mode NICs, Token Ring NICs, and the like, as wellas one or more wireless communications interfaces 236, such as wirelessnetwork interface controllers (WNICs), wireless network adapters, andthe like. Additionally and/or alternatively, the communicationssubsystem 232 may include one or more modems (telephone, satellite,cable, ISDN), synchronous or asynchronous digital subscriber line (DSL)units, Fire Wire® interfaces, USB® interfaces, and the like.Communications subsystem 236 also may include radio frequency (RF)transceiver components for accessing wireless voice and/or data networks(e.g., using cellular telephone technology, advanced data networktechnology, such as 3G, 4G or EDGE (enhanced data rates for globalevolution), WiFi (IEEE 802.11 family standards, or other mobilecommunication technologies, or any combination thereof), globalpositioning system (GPS) receiver components, and/or other components.

In some embodiments, communications subsystem 232 may also receive inputcommunication in the form of structured and/or unstructured data feeds,event streams, event updates, and the like, on behalf of one or moreusers who may use or access computer system 200. For example,communications subsystem 232 may be configured to receive data feeds inreal-time from users of social networks and/or other communicationservices, web feeds such as Rich Site Summary (RSS) feeds, and/orreal-time updates from one or more third party information sources(e.g., data aggregators). Additionally, communications subsystem 232 maybe configured to receive data in the form of continuous data streams,which may include event streams of real-time events and/or event updates(e.g., sensor data applications, financial tickers, network performancemeasuring tools, clickstream analysis tools, automobile trafficmonitoring, etc.). Communications subsystem 232 may output suchstructured and/or unstructured data feeds, event streams, event updates,and the like to one or more data stores that may be in communicationwith one or more streaming data source computers coupled to computersystem 200.

The various physical components of the communications subsystem 232 maybe detachable components coupled to the computer system 200 via acomputer network, a FireWire® bus, or the like, and/or may be physicallyintegrated onto a motherboard of the computer system 200. Communicationssubsystem 232 also may be implemented in whole or in part by software.

Due to the ever-changing nature of computers and networks, thedescription of computer system 200 depicted in the figure is intendedonly as a specific example. Many other configurations having more orfewer components than the system depicted in the figure are possible.For example, customized hardware might also be used and/or particularelements might be implemented in hardware, firmware, software, or acombination. Further, connection to other computing devices, such asnetwork input/output devices, may be employed. Based on the disclosureand teachings provided herein, a person of ordinary skill in the artwill appreciate other ways and/or methods to implement the variousembodiments.

The disclosed embodiments may operate using the elements of thenon-limiting example system seen in FIGS. 1-2 and described in detailabove. FIGS. 3A-3B provide additional detail about the system describedin FIGS. 1-2 . Specifically, FIG. 3A demonstrates any combination ofservers 112 and/or databases 110 communicatively coupled to network 120.This combination may include the software logic and/or instructions thatexecute the method steps disclosed herein, as well as the data used topersonalize the user experience as described below. The system mayfurther include client devices 106, communicatively coupled to network120 and configured to display the administrator 320, instructor 340,learner 360, and parent GUI/control panels 365 respectively, asdescribed in detail below.

FIG. 3B demonstrates a non-limiting and highly distributed exampleembodiment representing the four central components of the disclosedembodiments. In this highly distributed environment, each of the intakeand preliminary assessment software module(s) 380, the learning plangenerator software module(s) 385, the progress tracking softwaremodule(s) 390, and the relevant achievement software module(s) 395, runon separate servers as demonstrated in FIG. 3B. However, otherembodiments (not shown) may be envisioned, in which any combination ofthese software modules 380, 385, 390, 395 are hosted on a single server112, or are distributed among any combination of servers 112. Each ofthese software modules 380, 385, 390, 395 may execute according to themethod steps described in detail below.

Software modules 380, 385, 390, 395 may include any independent elementscombined together to create a personalized course profile for eachuser's career path development. Software modules 380, 385, 390, 395 maytherefore include any resources needed, and the relationships betweenthe data modules 380, 385, 390, 395 and resources, and may be associatedwith any job description or occupation. The data modules 380, 385, 390,395 may therefore be used for any associated job description oroccupation within any career path for a user. For example, logic ormaterials within data modules 380, 385, 390, 395 defining a user'sability to organize and run a meeting may be associated with both aJunior Marketing Manager job description, or a Senior Marketing Managerjob description.

As non-limiting examples, individual data modules 380, 385, 390, 395 mayinclude and define any combination of: one or more learning objectives(also referred to as “can do” statements, e.g., “can organize and run ameeting”); a GSE or other competency score associated with the one ormore learning objectives; one or more assets or other resources neededfor the user to complete the one or more learning objectives (e.g.,instructional video, assessment questions); one or more skills improvedthrough the one or more learning objectives (e.g., reading, writing,speaking, listening); one or more career based tasks (e.g., “socializingwith foreigners”) associated with the one or more learning objectives;one or more job descriptions/occupations associated with the one or moretasks (e.g., Jr. Marketing Manager), and a means of course delivery(e.g., individual independent learning activities, peer-to-peerindependent learning games, and/or teacher facilitated group learning).

Returning now to FIG. 3A, in some embodiments, a system administrator orother user may access the system via a client 120 and input softwarelogic and/or one or more data records defining the GSE framework 300.

The GSE software logic and/or data records 300 input by the user mayinclude, as non-limiting examples: the logical structure of the GSE; ascoring paradigm; a number of skill categories and/or learningobjectives (e.g., listening, understanding, reading, speaking, writing,vocabulary, grammar, etc.). The GSE software logic and/or data records300 may be associated with one another within the system to define thestructure of the GSE and a learning path, including the tasks, learningobjectives, and functional skills required to achieve a specific GSElevel/score.

Because organizations and potential employees may benefit from a betterunderstanding of the specific English skills required to perform aparticular job and the current skill level of those who seek to do thatjob, the disclosed system may include access to a system that provides aconsistent and precise method for understanding and assessing theEnglish language skills needed for a particular job. Specifically, jobseekers would benefit from a system that evaluates the career goals ofparticular employees and candidates, and generated a personalized courseprofile defining a series of learning objectives, skills and/or tasksthat the employees or candidates must master to qualify for a jobmatching a job description for the employee or candidate's definedcareer goals. The disclosed system, therefore, includes certification,badge, or other rating data available to the relevant achievementsoftware module(s) 395. This data may be associated in database 110 withthe GSE framework 300, allowing users of the disclosed system toidentify specific GSE scores with specific certifications, badges,ratings, possible employment opportunities, etc., as described ingreater detail below.

It should be therefore understood that there can be many aspects thatmay need to be stored in the data store 110, such as user, accessrights, mapping, language score, learning objective, information derivedvia job processing of GSE related data, map/reduce, or other forms ofgenerated intelligence about the GSE, as non-limiting examples, whichcan be stored in any appropriate mechanisms in the data store 110. Thedata store 110 may include multiple databases or other resources. Forexample, the data store may include databases for the GSE (a granularscale to measure progress of language learning described above), and forthe O*NET database, mapping the GSE to a database structured around jobfamilies and job titles. In some embodiments, like modules are groupedwithin separate databases or groupings within the databases (e.g., datarecords in data tables). For example, the GSE scale/score data may bestored in a GSE level database 300, the mapping of a GSE score topositions in specific industries in another database (e.g., the O*NETdatabase), and the tasks, learning objectives, and/or skills in yetanother database.

In embodiments where the job description, job-related tasks, learningobjectives, and GSE skill level for each learning objective has not beenintegrated within the database 110, server 112 may generate integrateddata (e.g., integrated data records) from two or more data sources. Thefirst data source, possibly a job profile database, data table, datarecord, etc., may include one or more job profiles containing one ormore job descriptions. Each job profile/description may also include oneor more required competencies including tasks required for competence inthe associated job profile. As a non-limiting example, this profile maybe populated using data from the O*Net database provided by the UnitedStates Bureau of Labor and Statistics, which provides thousands of jobprofiles that have already been created. Server 112 may access theprofile data such as the O*Net database using any technology known inthe art (e.g., web crawl, API access, database interface, etc.), anddownload the data to populate the first data source.

The second data source may include, or access data defining, a scoringframework 300 (e.g., GSE level) defining a range of competency scores.The second data source may further include one or more proficiencyrequirements (e.g., skill-based learning objectives), each of which isassociated within the data store with a competency score in the scoringframework 300 (GSE score). Each user must be proficient in the learningobjective (e.g., has taken a test, has completed assignments, etc.) inorder to achieve the competency score. Thus, in embodiments where thejob description, job-related tasks, learning objectives, and GSE levelfor each learning objective has not been integrated within database 110,server 112 may generate data (e.g., data records) integrating data fromeach of the two data sources.

If server 112 determines that no integrated data records exist indatabase 110, server 112 may require user input to aggregate the jobprofile data from the first data source with the learning objective andGSE level data 300 in the second data source. To aggregate this data,server 112 may therefore render a GUI (not shown), displayed to a systemadministrator or other user on a GUI of a client computer 106, providingGUI controls for the user to associate one or more learning objectivesin the second data source with one or more tasks in the first datasource. The user may input the data associating one or more learningobjectives with one or more job-related tasks, and submit the data toserver 112.

Server 112 may receive and aggregate the input data as integrated datawithin database 110. For example, server 112 may generate one or moredata records including, or joining, data fields including the task fromthe job profile, an importance of the task, the learning objective(s)associated with the task, and a skill and GSE score associated with eachlearning objective, as demonstrated in the table above.

Server 112 may also aggregate the data from the two data sources byidentifying keywords that are common between data within the first datasource and data within the second data source. Server 112 may identifythese common keywords by tokenizing or otherwise identifying keywordswithin each of the data entries in the first data source and the seconddata source. For each learning objective data in the second data sourcesharing common tokens or other keywords with the task data in the firstdata source, server 112 may generate an integrated data record,associating and/or integrating the identified learning objective data,including the GSE score and associated skills, into the task datasharing the common tokens or keywords. In some embodiments, theintegrated data may be presented to the user for confirmation of itscorrectness.

Server 112 may also aggregate the data from the two data sources byaccessing a talent management system (TMS) accessible to server 112, andidentifying a GSE skill level associated with a job description. Theidentified job description may be equivalent within the TMS to the jobdescription input by the user in association with the user's careergoals. In these embodiments, an organization has previously associatedone or more GSE scores with one or more job descriptions, including thetasks and learning objectives associated in database 110 with each jobdescription. Server 112 may access the TMS, identify one or more jobdescriptions within the TMS matching or equivalent to the user's inputjob description, and identify the GSE score associated with the matchingjob description in the TMS. Server 102 may then aggregate all datarecord(s) associated with the identified job description, tasks,learning objectives and GSE skill levels. In some embodiments, theintegrated data may be presented to the user for confirmation of itscorrectness.

Server 112 and/or database 110 may further receive input from the systemadministrator or other user, and store the input as a plurality ofcurriculum content 305 including: assessments (e.g., quizzes and tests),learning materials (e.g., worksheets or other assignments), multimedia(e.g., video, games, virtual reality interaction, etc.), or othermaterials, each of which may be associated within the system with one ormore elements within the GSE structure 300 defined herein.

As the curriculum content 305 is received, server 112 and/or database110 may designate the curriculum content 305 within the disclosed systemas core curriculum content 310 that must be learned and completed by alllearners to achieve the desired GSE score, or as supplemental orremedial curriculum content 315, which is not required for all learners,but may be helpful to learners requiring additional learning or practicein order to complete the learning modules associated with the desiredGSE score. Thus, server 112 and/or database 110 may designate thelearning materials within the system as either core curriculum content310, or supplemental/remedial curriculum content 315.

Server 112 and/or database 110 may further receive, possibly from asystem administrator, a plurality of advertising materials for thedisclosed system (e.g., website or other media advertising such asmultimedia ads, business to business sales materials, etc.). Theseadvertising materials may highlight the more effective teaching andlearning of the English language through the disclosed system, or theability of an administrator to assess and improve institutionalperformance at a broad and very granular level, or may emphasize thatthe administrator may use the disclosed system for cheaper than thecurrent traditional portfolio, etc. Server 112 may store theseadvertising materials, and display them on one or more clients 106,possibly a client 106 for an administrator.

In response to these advertising materials, the administrator may createan administrator profile or account. The administrator may access anadministrator GUI 320, and input school or administrator data 325,possibly including the administrator's username, password, schooldetails, contact data, school faculty/instructor data 330, learnerenrollment data 335, etc. In response to the administratorauthenticating to the disclosed system (e.g., via username and passwordwithin the profile/account), server 112 may generate a control panel forthe administrator GUI 320 to be displayed on the administrator's client106.

As seen in the non-limiting example administrator GUI in FIG. 4A,initially, this control panel 320 may display: instructional and/ortraining materials for operating the disclosed system; instructortraining materials; instructor profile data 330, including details abouteach of the instructors within the institution; learner data 335including details about each of the learners within the institution;etc. The disclosed system may further include tools for assessing andtraining instructors within the administrator's school, and to assesseach learner and create a customized learning curriculum personalized toeach learner 375.

A flow diagram in FIG. 4B demonstrates a process wherein each of foursteps of efficacy consulting and placement, establishing a progresslearning plan, measuring progress, and generating relevant achievementfor the institution/school is respectively executed by one or moreassociated software modules. In step 405, one or more intake &preliminary assessment module(s) 380 execute instructions evaluating aninstitution or school through the use of a characterization/placementtest, and may additionally receive additional consulting input. In step415, one or more learning plan generator software modules 385 update aprogress learning plan to include core and/or remedial materials (e.g.,courseware, professional development, digital resources, etc.) availablewithin feedback displayed on an administrator GUI 320. In step 425, oneor more progress tracking modules measure correct and incorrectintermittent input in response to one or more GSE based assessmenttools, and determines whether a threshold score has been achieved. Ifnot, the process returns to step 415 and updates the progress learningplan according to the input for the GSE assessment based tools. If thethreshold score has been achieved, in step 435, a relevant achievementmodule identifies and displays academic achievement and employabilitycertifications for the school (e.g., Pearson Certified English School).

Turning now to the non-limiting example GUI shown in FIG. 5 , server 112may generate the resources needed to perform an assessment ofinstructors and learners using the disclosed system. The assessment mayreflect a youth or adult level placement test as appropriate. Server 112may identify the user's English speaking skills level at a startingpoint of the assessment using any techniques known in the art forassessing the user's current overall and individual language skill fromcompetency scores within a scoring framework (e.g., the user's currentGSE score within the GSE). For example, in some embodiments, server 112may utilize the functionality provided by Pearson's GSE PROGRESS toperform the assessment of the instructors and/or learners within aparticular school.

Server 112 may generate the user's competency score from the assessmentdescribed below. For example, database 110 may store, in associationwith the user profile described above, one or more previous competencyscores, such as a GSE score representing the user's results from aprevious GSE assessment, or determined from current use of systems thatdetermine a GSE score. After the user is authenticated to the system,server 112 may query database 110 to determine the user's most recent oraverage assessment score, and this score may be used as the startingpoint of the user's personalized course, or may represent a baselinescore if the user engages with the assessment described below.

In embodiments where no previous assessment data is found in associationwith the user, server 112 may generate an assessment for the user asdescribed below. Database 110 may store a collection of assessmentquestions used to determine a user's language skill, such as the user'sGSE level. Thus, a GSE score representing an appropriate GSE level maybe stored in association with each assessment question within database110. The GSE score for each question may be determined by presenting thequestion to a group of users, preferably language speakers of a varietyof different languages and associated with different GSE levels, andscoring their responses. Questions correctly answered by most users maybe calibrated as a low skill assessment item while questions answeredonly by advanced users may be calibrated as a high skill assessmentitem. In some embodiments, each question may also be associated with askill (grammar skill, reading comprehension, vocabulary, etc.), and aGSE score assigned to each associated skill. Each question may also beassociated in database 110 with a question type, including, for example,true or false, multiple choice, reading comprehension, or fill in theblank.

Each question may also be associated in database 110 with a difficultylevel (e.g., reading comprehension is more difficult than true false).Database 110 may also associate multiple weighted scores for questionsincluding multiple possible responses. For example, each answer for amultiple choice question may be weighted to reflect a best answer, asecond best answer, and so forth.

In response to the user logging in and beginning the assessment, server112 may generate a dynamic structure for the assessment questionsincluding a number of questions, and a randomly assigned question typefor each of the questions. For example, server 112 may create astructure for a 4-question assessment including a fill in the blankquestion, a multiple choice question, a fill in the blank question, anda true or false question. In some embodiments, the logic in the softwareinstructions executed by server 112, or database 110, may define rulesfor server 112 to generate the structure for the assessment questions.

Server 112 may execute a query to select a first assessment question 225from database 110. The query may specify that the question match thequestion type defined in the dynamic structure generated by server 112,and further is associated with a GSE score matching the user'sidentified baseline GSE score from previous assessments. If server 112cannot identify a baseline GSE score from previous assessments, server112 may select a random question of the proper question type toestablish the baseline.

Server 112 may generate a GUI for the user including the firstassessment question and transmit the GUI to the user's client 106 fordisplay. The user may input a response for the question and submit theGUI for transmission to server 112. Server 112 may receive and score theresponse. Scores may be weighted according to the type of question. Forexample, a multiple choice question may carry greater weight in scoringthe user's answer than a true false question. Furthermore, a multiplechoice may be made up of a best answer, second best answer, third bestanswer, etc. The weight of the score for a multiple choice question maybe scored accordingly. Server 112 may update the user's GSE score toreflect weighted score from their response to the question. The user'soverall GSE score may be increased for correct questions, and decreasedfor incorrect questions.

The disclosed process may also calculate a skill level for one or moredifferent skills during the testing. As non-limiting examples, a skilllevel for grammar and a skill level for vocabulary may be individuallypresented, scored and tracked, with scores saved in database 110. Server112 may then select the next assessment question for the user accordingto the user's updated GSE and/or skill score. This process may continueuntil all of the questions in the generated structure are complete.

The assessment process may be repeated until the user's GSE score isdefined. The user's score may be more completely defined by selectingquestions based on the highest current CSE and skill scores for the userto determine the user's highest skill level. For example, users having alow overall language skill may be given true or false questions (an easyquestion type), users having an intermediate overall language skill maybe given multiple choice questions (an intermediate question type) andusers having an advance overall language skill may be given fill in theblank questions (a hard question type).

In some embodiments, the assessment may be divided into stages. Therules in database 110 or defined in the software instructions may definea number of questions and/or time limit for each stage. In someembodiments, the stages may include stages to assess listening,speaking, and writing stages of the assessment.

Stages may include listening, speaking and writing assessments for theuser. The listening assessment may include the user hearing a spokenword, phrase or sentence in a language, and typing the word, phrase orsentence into the user interface on the client device 106. The speakingportion of the assessment may include the user, after reading a word,phrase or sentence, responding by speaking the word, phrase or sentenceinto a microphone on the client device 106. The writing portion of theassessment may include the user, after hearing a word, phrase orsentence, responding by writing the word, phrase or sentence into afield or area in the GUI. The response of the user may be recorded,scored and stored in database 110.

Using the assessment structure described above, the disclosed system mayevaluate instructor proficiency and determine if instructors needadditional support to improve their language or English methodologyteaching to improve the learning experience for each learner. Theinstructor assessment may therefore include one or more software modules(e.g., Pearson's GSE Placement Test For Instructors, Progress Test ForInstructors On GSE, Progress Examination on Teaching Skills/Methodology,etc.) configured to generate a control panel displayed within a GUI on aclient 106, such as the administrator 320 or instructor GUI 340, and maybe configured to assess and score various skills and qualifications foreach instructor within the institution. For example, the instructorassessment software modules may determine a GSE score for eachinstructor within the school by accessing and presenting each instructorwith a number of questions or other assessment materials stored withinthe system, possibly using the assessment described above. Theinstructor may input their responses and/or other input, and thesoftware modules may compare the input with correct answers storedwithin the system, and calculate a score or other instructor assessmentdata 345, according to a total correct input by the instructor. Thisinstructor assessment data 345, as well as the resulting reporting datadescribed below, may be stored in database 110 in association with oneor more instructor profile data 330.

Server 112 and/or database 110 may store software logic or data recordsdefining a threshold 350 for one or more instructor skills,qualifications, badges, and/or certifications. (e.g., PTE Academic,General Certification of Completion or Recognized Labor Certification onMethodology & Pedagogy from Hunter College from PDI, GSE InstructorCertification by Pearson for Results Deliveries, General InternationalCertification of English; Certification on PD, etc.) If server 112analyzes the instructor's assessment input and determines that apercentage of correct instructor assessment input is beyond thisthreshold 350, server 112 may update the instructor profile or accountdata 330 within the system, associating it with one or more specificskill levels, qualifications, certifications, etc. 355 stored within thedisclosed system.

However, if server 112 analyzes the instructor's assessment input anddetermines that a percentage of correct assessment input is below thedefined threshold 350 for the one or more instructor skills,qualifications, certifications, etc., server 112 may identify theassessment skills and/or topics for which the instructor scored low(e.g., input an incorrect answer), and identify and access one or morestored training or other supplemental resource materials 315 identifiedwithin the system for improving the identified skills or topics. Thesetraining materials may be stored as software modules and/or data recordswithin database 110.

Server 112 may then generate a report, to be displayed on the instructor340 and/or administrator GUI 320, based on the instructor's score, asseen in FIG. 6 . If an analysis of the stored instructor profile datarecords 330 shows that the instructor performed beyond the threshold350, the report may include the instructor's qualifications for specificcertifications, etc. If the analysis shows that the instructor performedbelow the threshold 350, server 112 may generate means (e.g. links),included in the report for accessing the stored training or othersupplemental resources 315. Server 112 may then transmit the instructorGUI 340, including the reporting data, to the instructor and/oradministrator client 106 for display as seen in FIGS. 4 and 6 . Theinstructor may then access, complete, and be assessed on these trainingor other resources, and repeat the process until the instructor reachesor exceeds the desired threshold level 350. The results of this processmay be displayed on the instructor 340 and/or administrator GUI 320. Asseen in FIGS. 4 and 6 , the instructor GUI 340 may further includeaccess to training resources for the disclosed system and thefunctionality disclosed herein.

A flow diagram of this process is shown in FIG. 7A. In step 700, aserver generates an assessment for the instructor. In step 710, theserver then calculates an assessment score for the instructor assessmentcomprising a comparison of at least one assessment user input with acorrect assessment response within a data logic or at least one databaserecord within the system, and in step 720 executes a query identifying,within the data logic or the at least one database record, a thresholdvalue. In step 730, the server determines whether the assessment scoreis below the threshold value, and responsive to a determination that theassessment score is below the threshold value, in step 740, the serverexecutes a query identifying a supplemental instructor training contentstored within the system, and encodes, for display on a graphical userinterface (GUI) on a client hardware computing device operated by theinstructor, the assessment score, and the supplemental instructortraining content.

A flow diagram in FIG. 7B demonstrates a process wherein each of foursteps of efficacy consulting and placement, establishing a progresslearning plan, measuring progress, and generating relevant achievementfor the instructor is respectively executed by one or more associatedsoftware modules. In step 705, one or more intake & preliminaryassessment software module(s) 380 execute instructions evaluating aninstructor through the use of a characterization/placement test, and mayadditionally receive additional learning plan development consultinginput. In step 715, one or more learning plan generator software modules385 update a progress learning plan to include core and/or remedialmaterials (e.g., courseware, professional development, digitalresources, etc.) available within feedback displayed on an instructorGUI 340. In step 725, one or more progress tracking modules measurecorrect and incorrect intermittent input in response to one or more GSEbased assessment tools, and determines whether a threshold score hasbeen achieved. If not, the process returns to step 715 and updates theprogress learning plan according to the input for the GSE assessmentbased tools. If the threshold score has been achieved, in step 735, arelevant achievement module identifies and displays academic achievementand employability certifications for the instructor (e.g., CertifiedStaff).

Server 112 may further generate a learner assessment, for each learnerin one or more classes within the institution. For example, one or moresoftware modules running on server 112 may generate the learnerassessment, accessible via a GUI (e.g., the administrator, instructorand/or learner GUI), and configured to determine and generate a GSEscore, and an appropriate associated personalized learning curriculum375 for each learner taking the assessment, including learning modulesor other curriculum content 305 for a desired GSE level or score. Thelearner assessment software modules may determine a GSE score for eachlearner by accessing and presenting each learner with a number ofquestions or other assessment materials stored within software logic onserver 112 or within database 110, the assessment material beingassociated in the system with a specific area or category (e.g.,listening, understanding, reading, speaking, writing, vocabulary,grammar, etc.), as well as learning objectives defined within the GSEframework 300. Server 112 may receive input from the learner includingtheir responses or other input, and server 112 may compare the inputwith correct answers stored within the data logic or within database110, and calculate a GSE score according to the total correct learnerinput for each of the areas, categories, and learning objectives. Thisassessment data 370, as well as the resulting reporting data describedbelow, may be stored within data storage 110 in association with one ormore learner profile data 335 within database 110.

After calculating the GSE score for a learner after completion of theassessment, server 112 may generate a report of the learner's assessmentdata 370 to be displayed on a GUI for the learner's administrator 320,instructor 340, parent 365, and/or the learners themselves 360. Server112 may then receive, from the GUI 320, 340, 365, or 360 a desired GSEscore to be achieved within a specific time period (e.g., moving from a3rd grade level score to a 4th grade level score within the next schoolyear).

Server 112 may further receive user input including, for example, acurrent job description or associated skill set, as well as a desiredjob description or skill set that they would like to achieve in order tocomplete career goals. The user input may also specify and emphasize ordeemphasize the relative importance of specific skill areas (e.g.,reading, writing, speaking, hearing/understanding, etc.), possibly via anumerical weight assigned to each skill. However, any means ofemphasizing or deemphasizing specific skills may be employed. Forexample, a user may select a ranking of each of the listed skills, orrespond to a generated survey to determine the importance of each skillto the user, etc. Each user may also define a duration of time overwhich the user would like to achieve their professional goals. In otherembodiments, the user may, as non-limiting examples, identify an amountof time available during a typical month or week to dedicate toachieving their professional goals, or number of weeks or month, etc.,by which they would like to accomplish all identified learningobjectives to achieve their professional goals.

Server 112 may determine specific skills, areas, categories, and/orlearning objectives for which the learner scored low (e.g., input anincorrect answer for the associated assessment materials), and generatea personalized learner curriculum 375 comprising core curriculum content310 including practice learning modules (e.g., practice exercises,reading comprehension assignments, speaking interaction practice,videos, virtual reality (VR) interactions, quizzes/tests, etc.)identified by server 112 as being associated with, and for improving,the identified skills or topics, which must be completed in thedesignated time frame to achieve the desired GSE score. These learningmodules may be stored as software modules and/or data records withindatabase 110. Server 112 may then generate a report, to be displayed onGUI 320, 340, 365, 360 including the learner's GSE score, the desiredGSE score to be completed within the time frame, and access (e.g.,hyperlinks) to the learner's personalized curriculum 375.

Server 112 may further create a course profile personalized to each userand including a collection of learning modules specifying learningobjectives required for the user to achieve their professional goals.Each personalized course profile may include one or more learningobjectives teaching the user one or more skills which the user mustmaster to fulfill one or more tasks required in order to be proficientin the job description the user has identified to achieve theirprofessional goals. For example, in some embodiments, server 112 mayutilize the functionality provided by Pearson's JOB TOOLKIT.

Specifically, using the job description provided by the user to identifythe user's career goals, server 112 may execute a database query toaccess the tasks within the integrated data associated with theidentified job description. The query may further access the learningobjectives associated in the integrated data with the identified tasks,and the GSE level associated with each learning objective. Server 112may then analyze the GSE level for each of the learning objectivesassociated with the tasks and the job description, and calculate anoverall GSE score required to achieve the user's career goals. Servermay calculate the overall GSE score from all GSE scores returned fromthe data query, for the job description associated with the user'scareer goals. Server may then identify the overall GSE score as theendpoint of the course length continuum, and store the endpoint in datastorage in association with the user profile, and/or a personalizedcourse associated with the user profile 330, 335.

Server 112 may generate a learner GUI 360, providing access to thereporting data from the assessment, as well as the personalizedcurriculum 375 generated by server 112 for the learner. Specifically, asseen in FIG. 8 , the learner GUI may include an online performancedashboard that includes a formative and summative assessment of thereport generated from the assessment data 370, as well as access to thecurriculum content 305, including at least core content 310.

Once server 112 determines a GSE score for each learner, and receives adesired GSE score to be achieved within a specific time period, server112 may generate a personalized curriculum 375 including core content310 from the curriculum content 305 including, one or more learningmodules, data content, etc. customized to the learner according to thelearner's assessment score and identified GSE level, in order to improvethe learner's skill set and to progress to the desired higher GSE score.

Initially, the learning modules within the personalized curriculum 375may be associated with a core curriculum 310, which all learners arerequired to complete to improve their GSE score and move to a highercurriculum level. This personalized curriculum 375 may includeelectronic books or other publications available to the learner onlineor offline, at school and/or at home, reading assignments, practiceexercises, speaking practice, video, virtual reality interaction,quizzes, etc. (e.g., Pearson's Poptropica, Speakout, etc.) Eachlearner's online performance dashboard and/or Learner GUI 360 may thendisplay the assessment results, informing the learner of strengths andweaknesses for the assessed skills, as well as the learner's customizedcore curriculum content 310, as seen in FIG. 8 .

Thus, the online performance dashboard, as well as the learning moduleswithin the core curriculum content 310 may include a learning digitalplatform that can measure skills based on the GSE framework 300 to helpeach learner to understand their own performance and the areas in whichthe learner should focus their efforts. The learner GUI 360 maytherefore delivers content to provide learner performance, and progressreports, as well as a personalized curriculum 375/learning plan,courseware, professional development resources, content methodology,rewards for high performance, and/or any other digital resources used toimprove the learner's overall GSE score.

Server 112 may then receive input from each learner's GUI 360 as theycomplete each learning module. This received input may include learnerinput for any learning content available through the core curriculum 310of the personalized curriculum 375, such as adaptive homework exercises,practice pages, VR interaction within a selected experience, videointeraction, exercises from homework in printed or electronic books orother publications, quizzes, or any of the other materials discussedabove, which are configured for the server to measure the learner'sskills according to the GSE framework 300.

The disclosed embodiments provide assessment and progress testsincluding ongoing evaluation of learning modules and other lessons andunits, in order to evaluate skills acquired by the learners. To thatend, the assessment methods described in detail above are not limited toa single assessment, but may include assessment and progress tests,including ongoing evaluation at the end of each learning module or unit.

Thus, as each learner completes each learning module, server 112 mayaccess and present to the learner, possibly via learner GUI 360, anassessment for that learning module. The learner may complete theassessment, and the server may compare the learner's responses with thecorrect responses within the logic and/or database 110, and generate anaverage assessment score for the learner.

Similar to the assessment above, server 112 may generate and display oneor more questions or other material for which the learner providesassessment response input (e.g., reading comprehension, speechinteraction, virtual reality responses, etc.). Server 112 then comparesthis input with an identified correct response or input within thesoftware logic or database 110. The learner may complete the assessment,and server 112 may compare the learner's completed assessment responsesor input with the correct responses within the logic and/or database ofthe system, to generate an average assessment score for the learner.This assessment data 370, as well as the resulting reporting data, maybe stored within data storage 110 in association with one or morelearner profile data records 335 within the database 110.

In addition, the disclosed system may further define one or morethreshold scores 350 for specific skills, areas, categories, and/orlearning objectives tested within the assessment for each learningmodule in the personalized curriculum 375. If the analysis of thelearner's assessment data 370 shows a percentage of correct assessmentdata 370 far beyond this threshold 350, the server may update thepersonalized learner curriculum 375 to eliminate curriculum materialsassociated in the system with skills, areas, categories, and/or learningobjectives for which the learner has scored well beyond the threshold350.

However, if the analysis of the learner's assessment data 370 shows apercentage of correct assessment input below the defined threshold 350for the one or more specific skills, areas, categories, and/or learningobjectives tested within the learning module, the disclosed system mayautomatically determine that additional curriculum materials are needed.The system may therefore identify and access the supplemental and/orremedial curriculum content 315 associated with, and for improving, theidentified low score skills, areas, categories, and/or learningobjectives within the learner assessment data 370. This supplemental orremedial curriculum content 315 may be stored as software modules and/ordata records within database 110.

Server 112 may then generate a report, to be displayed on the learner360, instructor 340, administrator 320, and/or parent GUI 365, based onthe learner's assessment data 370 and personalized curriculum 375. If ananalysis of the stored learner profile data records 335 shows that thelearner performed beyond the threshold 350, the report may include anupdate to the control panel for the learner's GUI 360 providing access(e.g., links) to the accelerated personalized curriculum materials 375.If the analysis shows that the learner performed below the threshold350, server 112 may update the control panel on the learner's GUI 360providing access to the supplemental or remedial resources 315. Server112 may then transmit the GUI, including the reporting data and controlpanel, to client(s) 106 for display. The learner may then access andcomplete the updated control panel, as well as the updated acceleratedor remedial resources, and repeat the assessment process. This processmay be repeated until the learner reaches the threshold level to advanceto their desired GSE level, and ultimately achieve their desired GSEscore.

A flow diagram of this process is shown in FIG. 9A. In step 900, aserver generates: at least one core curriculum activity identifiedwithin the system as being associated with a global scale of English(GSE) level, and an assessment of the at least one core curriculumactivity. In step 910, the server then calculates an assessment scorefor the assessment comprising a comparison of at least one assessmentuser input with a correct assessment response within a data logic or atleast one database record within the system, and in step 920 executes aquery identifying, within the data logic or the at least one databaserecord, a threshold value. In step 930, the server determines whetherthe assessment score is below the threshold value, and responsive to adetermination that the assessment score is below the threshold value, instep 940, the server executes a query identifying a supplementalcurriculum content stored within the system and associated with the GSElevel, and encodes, for display on a graphical user interface (GUI) on aclient hardware computing device, the assessment score, the at least onecore curriculum activity, and the supplemental curriculum content.

A flow diagram in FIG. 9B demonstrates a process wherein each of foursteps of efficacy consulting and placement, establishing a progresslearning plan, measuring progress, and generating relevant achievementfor the learner is respectively executed by one or more associatedsoftware modules. In step 905, one or more intake & preliminaryassessment software module(s) 380 execute instructions evaluating alearner through the use of a characterization/placement test, and mayadditionally receive additional learning plan development consultinginput. In step 915, one or more learning plan generator software modules385 update a progress learning plan to include core and/or remedialmaterials (e.g., courseware, professional development, digitalresources, etc.) available within feedback displayed on a learner GUI360. In step 925, one or more progress tracking modules measure correctand incorrect intermittent input in response to one or more GSE basedassessment tools, and determines whether a threshold score has beenachieved. If not, the process returns to step 915 and updates theprogress learning plan according to the input for the GSE assessmentbased tools. If the threshold score has been achieved, in step 935, arelevant achievement module identifies and displays academic achievementand employability certifications for the learner (e.g., InternationalEnglish Level Certification).

The reporting data for each learner may be displayed on learner 360,instructor 340, and/or administrator GUI 320, providing access toperformance reporting data at various levels (e.g., learner, class,instructor, school, etc.). The reporting data may include each learner'sassessment data 370, and a comparison of each score in the assessmentdata 370 with the relevant score thresholds 350 for advancing to ahigher GSE level within the GSE framework 300. Reports may be skillsbased, so learners or other reviewers are able to understand their ownperformance, providing clarity of learning objectives, progress,strengths and weaknesses.

For example, using the instructor GUI 340, instructors may access andview reporting data on a class, and may drill down through thenavigation on the control panel to access individual learner data 335,and recommend a personalized curriculum 375 for each learner, includingthe accelerated or supplemental/remedial curriculum content 315 for eachlearner, which will improve their skills to move to the desired GSElevel and/or score.

In other words, in some embodiments, rather than server 112 generating acontrol panel for a personalized curriculum 375 on the learner GUI 360,server 112 may generate recommendations for each learner's personalizedcurriculum 375 displayed on the instructor GUI 340, which the instructormay then recommend to the learner.

The instructor GUI 340 may further include a learner and classperformance dashboard, providing instructors with access to learnerassessment data 370 on an individual or class level, in order for theinstructor to know the strengths and weaknesses within the class, or foreach individual learner's skills, similar to a gradebook. Using thisdata, instructors may adapt classes according to class and individuallearner performance.

Using the administrator GUI, an administrator may access, view, and/ornavigate through the control panel to drill down through reporting dataincluding details at a school, instructor, class, or individual learnerlevel, and may recommend instructor training or learner curriculumupdates accordingly.

Thus, the administrator GUI 320 may allow administrators to track lessonplans and the progress of each class. The administrator GUI may includereporting data for an overall report for the school, and to drill downto view details about each instructor assessment data 345, learner'sassessment data 370, and/or any supplemental activities associated inthe database with each instructor, class, and/or learner.

In addition, a control panel on a parent GUI 365, displayed on a parentclient 106 (e.g., as a downloaded software app, viewed on a website) mayprovide access to any of the learner reporting data described herein(e.g., current assessment scores, GSE level/score, core, accelerated, orremedial assignments and assessments in the personalized curriculum 375,strengths or weaknesses of skills, etc.).

The parent GUI 365 may further include training materials for theparents to use the disclosed embodiments (e.g., training, videos, etc.),as well as access to analytics of learner data 335 within a profile fortheir learner. The parent GUI 365 may further include learninginvolvement and engagement tools, providing for better parenting andcoaching.

The parent GUI may also include a translation software module providinginstructions for the learner's assignments, supplemental materials,and/or reports, translated into the parent's native language, allowingthe parent to understand the learner's progress, and assist them whereneeded, as well as improve their own English skills.

Thus, the disclosed embodiments empower parents that are not fluent orconfident enough in their English so they can be a relevant part oftheir children's progress. Parents can change the language of textsinside the app to their native language, and communication tools mayenable parents to get in contact with school or tutors. The parents mayalso access skill based reports in their native language so parents areable to understand their children's performance.

To accomplish this, parents will have an online translator to help themunderstand in their native language what their kids are learning inEnglish to be able to give kids context and support. The more theparents help the more learners can learn, and help their kids in schoolhomework and activities.

FIGS. 11-15 demonstrate a more detailed view of the instructor 340,learner 360, parent 365, and school administrator GUIs 320.

Turning now to FIG. 11A, the instructor GUI 340 may include aninstructor view, which may further include the instructor's courses, asection for teacher development, and a primary dashboard for themeasurable progress learning system. As seen below, this primarydashboard may include data from a list of all learners within a class,which was gathered prior to the beginning of the course or presentingcourseware for the instructor's courses, thereby allowing the instructorto focus on the learner placement data.

Depending on the model of the school that the instructor is involvedwith, the instructor may redefine, for each of the learners in theinstructor's class, a flexibility allowing the instructor to definedifferent scopes for teaching, as seen in FIGS. 11B and 11C. Forexample, the instructor may pair learners differently so that they cansupport each other. If one student knows a lot of English, that learnermay teach their peers, which would improve the learner's skill, andfocus on and develop the skills of other learners.

The instructor therefore uses the disclosed embodiments to analyze theclass, as well as the instructor's own personal information, in order todefine the class and plan it in a different way. To accomplish this, thelearner placement data described above, and shown in FIG. 11D, mayinclude information on the analysis of each student's standing on theGSE scale. Students with a higher GSE score will be higher on the scale,with more proficiency and more possibility of dominating the Englishlanguage. Each of the learners is at a different level of Englishdominance. Students with a lower GSE score may be capable of saying ahello, while students with a higher GSE score may be capable of tellingdifferent jokes, for example. As previously noted, the GSE is a verygranular scale, wherein every one of several points has a specific “cando statement” that defines what a learner can do: e.g., I can do sayhello, I can have a conversation, I can ask for food in a restaurant,etc.

The data from the placement tests may provide additional information,and as seen in FIG. 11E, the diagnostics that the disclosed systemderives from the placement data may provide additional information,received specifically from each of the skills. For example, in FIGS. 11Eand 11 F, the instructor may view a gradebook score GUI presenting anoverall GSE score for each of the learners. In FIG. 11F, the instructormay have selected one of the listed learners, and the system may displayan evaluation on every one of the skills associated with the selectedlearner. Using this analytic data, the system, or the instructor, maybegin planning the course for the class by predefining what kind ofassignments may be delivered to each one of the learners in the class,allowing the class to transform, even from the beginning before theclass starts, into something different and more personalized for eachstudent.

Turning now to FIGS. 12A-12G, each of the learners may access a learnerdashboard presenting a learner view. Using the diagnostic data disclosedabove, the disclosed system, or the instructor may define immediate nextsteps. The instructor may access the learner view available to each ofthe students in the class, and create the core courseware for the class,using a robust developed courseware, such as is available from PearsonEducation. Prior to developing the class, the courseware may be definedand mapped to the GSE, then converted into interactive multimediaresources, mixing the physical with the digital, since digital is highlyengaging for learners. As non-limiting examples, this courseware mayinclude interactive eBooks, interactive songs, videos, VR resources etc.When learners engage in this kind of content, they may view it asentertaining, rather than just exercises, and get more engaged, even ifthey're doing an assessment or part of their homework or class work. Insome embodiments, this content may be presented in a mobile deviceenvironment, as a vertical design, so that it can be shown on a mobiledevice, or projected within a classroom (e.g., shown as a video).

Turning now to FIGS. 13A-13C, the instructor may determine if a learneris moving forward by capturing the learners' data and information inorder to link each learner's progress through the course components to aGSE statement. For example, if a learner is answering a question, thedisclosed system may determine whether they're learning certain contentthat was predesigned in the coursework. When the learner is askedcertain questions, and they start responding, this goes into anassessment bank, and as they keep responding on a daily or weekly basis,the system generates information to consolidate the learner informationand make better decisions.

In FIG. 13A, the assessment is not the original assessment used todetermine the overall dominance of the language, but understandingwhether the learners have dominated or learned the specific statementsthat are inside each of the units in each of the lessons for the classcurriculum. In FIG. 13A, the information for each learner is presented,showing how much each learner is advancing for each specific assignment.

In FIG. 13B, more information may be presented, including moreinformation on time spent, etc. However, in FIG. 13B, each of the skillsintegrated into the lesson for the learner is presented. In FIG. 13B,the entire class may be analyzed according to how the class is doing ingrammar, reading, writing, or listening. The instructor may use this orsimilar information to determine if the learners in the class areactually learning what they are supposed to learn in a certain period oftime.

In FIG. 13C, an analysis of the class is presented according to one ofthe areas analyzed in FIG. 13B. In FIG. 13B, some of the learners havean opportunity for growth and improvement, while some learners do notneed these opportunities. The instructor may then have a perspective onknowing which learners may require remedial content, while otherlearners may be accelerated in the content. The instructor may analyzethis information for professional development purposes, and determinehow to proceed with the class and specific learners, and how topersonalize the class and curriculum accordingly.

The disclosed system may include a full bank of remedial content. Thisremedial content is developed by skills and additionally, is againaligned to the GSE can do statements that need to be covered. In theexample instructor GUI seen in FIG. 14A, the instructor may select fromavailable remedial content, for example, the reading remedial contentavailable on FIG. 14A. As seen in FIG. 14B, the instructor may thendefine the remedial assignment (or any assignment), and choose thelearners that need the remedial content. For opportunities including thewhole class, they instructor may select all of the learners, or they canassign specific remedial content for specific students to personalizethe assignments for the class and for each learner, and theseassignments may be transmitted directly to the learners. The learnersmay then accomplish the specific objectives defined in the courseware.

Turning now to FIGS. 15A-15D, the learner's parents may be interested inthe learner's progress. These figures may therefore demonstrate sometools that are very relevant for the parents. An application, possibly amobile application, may be available to parents. In some embodiments,the parent may be able to access and choose information for more thanone learner. Once the instructor sends an assignment to the learners,the parent may be alerted to the incoming assignment. For each of thelearners available to the parent via the application, the parent mayaccess lists of assignments available, as seen in FIG. 15C, availablefrom a menu view in FIG. 15B.

Returning to FIG. 15B, the parent may further access a report card foreach learner. As seen in FIG. 15D, the parent may access and view datafrom the report card, which may reflect how the learner is doing on anyof the skills and better understand why their learner is doing certaintypes of assignments, and not just homework to support the personalizedneeds of the learner.

Returning to FIG. 15B, the learner's parents may not have English astheir native language. The parents may not dominate the English theywant their learners to learn, but may want to offer the best possibleeducation in English for their learner. In order to allow parents tohelp their learners, the parents may have access to a vocabulary foreach one of the lessons, which the parent may select in their nativelanguage, which helps the parent to develop the context of what is beingcovered in a specific unit or chapter. The system may automaticallytranslate everything into the parent's selected language. For example inFIGS. 15E and 15F, the system has automatically translated thevocabulary section of the application into Spanish, pursuant to theselection of Spanish by the user. Any other portion of the applicationcould likewise be translated to improve the learning of the learner andparent.

In FIG. 15G, the learner's parent may access a section of theapplication titled Tips for Parents, which provides advice to parentsfor better parenting in the learning process of these tools, so there isa series of contents and videos that could be automatically changed intothe selected language.

Returning to FIG. 4A, the last persona is the school administrator. Theschool administrator may use this tool to assess the competitivelandscape. The director may view any of the grades individually inrelation to the GSE, or may drill down to view details of the school, asseen in FIG. 4A to view teacher or student activities. The schooladministrator may use this data to determine whether to expand theschool or scaling projects.

In various implementations, the present system may be operated tocontinuously monitor the progress of learners as the learners undertakea series of curriculum activities. The curriculum activities may includea single course or learning activity, for example, that is directedtowards the learning of a particular learning objective, which may, inturn, be associated with a particular level of the GSE. Or,alternatively, the curriculum activities may include a larger sequenceof courses or activities that cumulative are arranged to teach thelearner a particular new skill or set of skills.

As the learner works through the curriculum activities, the learner'sproficiency in a particular activity can be evaluated so as to monitorthe learner's progress through the activities. In embodiments, alearner's progress may be evaluated by an automated system configured toevaluate the learner's responses to a series of questions associatedwith those activities by comparing those responses to expected correctanswers. Based upon that evaluation, the learner can be allocated ascore indicative of the learner's performance on that activity.Typically, the score may be expressed as a percentage indicative of thepercentage of questions that were correctly answered by the learner fora particular activity.

In a particular class of learners, it is likely that some learners areperforming better than others. In fact, within a typical class, somelearners are likely to be struggling with the course materials, whileother learners may be excelling. For students that are struggling, itmay be advantageous for those students to undertake additionalremediation curriculum activities so as to have additional practice withand exposure to the materials with which the learner is struggling. Suchremediation activities may operate to reinforce particular concepts orskills that were found in the original curriculum activities and providethe learner with an opportunity for additional practice and study. Byundertaking such remediation activities, the struggling learner canraise his or her performance or level of proficiency with certainmaterials so as to achieve a satisfactory level of mastery of thematerials. This additional exposure and practice can operate to helpprevent the struggling learners from falling behind the remainder of theclass, which may further compound the difficulties experienced by thestruggling learner.

In a somewhat similar fashion, learners that demonstrate mastery of aparticular curriculum activity with wish to undertake additional relatedcurriculum activities so as to extend their mastery of that activity.Such “stretch” or enhancement activities may operate to extend thelearner's knowledge or mastery of the subject that is the focused of theactivity with which the learner demonstrated mastery. Typically, theseenhancement activities would not be particularly helpful for learnersthat are already struggling with the initial curriculum activity and sowould only be offered to or presented to learners who, through having asufficiently high score, demonstrated mastery of the materials.

On any particular curriculum activity, a class may have a number ofstudents that are struggling, a number of students who demonstratedsatisfactory performance, and a number of students who are excelling.The present system provides a user interface enabling an instructor toautomatically identify students that fall within the various groups(struggling, satisfactory, and excelling) and to modify the lesson plansassociated with each learner to assign struggling learners remediationactivities, excelling learners enhancement activities, and to optionallyassign the satisfactory learners either remediation or enhancementactivities according to the instructor's judgment.

FIG. 16 is a flowchart depicting a method 1600 implemented by thepresent system to automatically evaluate learners and to modify lessonplans of the learners to incorporate remediation or enhancementcurriculum activities as necessary. Typically method 1600 is implementedby a system (e.g., the system of FIG. 3A) to, as needed, assignremediation or enhancement activities for a number of learners that maybelong to a particular class. Method 1600 as illustrated in FIG. 16depicts an appropriate logical flow for the assignment of a remediationor enhancement curriculum activity to a single learner. But it should beunderstood that in a class environment, in which a class includes anumber of different learners, method 1600 may be executed iterativelyfor each learner in the class, so as to potentially assign supplementalcurriculum activities to each learner within a class environment.

In step 1602 the performance of a learner is evaluated for a current orinitial curriculum activity. As discussed, the curriculum activity mayinclude prompting the learner to respond to a number of questions. Thelearner's responses to the prompted questions can then beevaluated—potentially automatically—to generate a score for thatactivity. Typically the score is a numerical value (e.g., a percentage)that can be compared with various thresholds to determine whether thelearner performed satisfactorily on the activity.

For example, FIG. 17A depicts an example user interface that aninstructor may use to evaluate learner performance on a current orinitial curriculum activity. The interface includes a listing of currentlearners 1702 that have undertaken the current activity, as well as alisting of scores 1704 for each learner. In this example, the scores areexpressed as percentage scores for the learners.

Returning to FIG. 16 , in step 1604 the learner's score for the initialcurriculum activity is compared to a number of different thresholds todetermine whether the learner has struggled with the activity andrequires remediation, whether the learner has performed satisfactorily,or whether the learner has performed strongly and should be assigned anenhancement activity.

In embodiments where the learner's performance is expressed as anumerical value, the thresholds may also be expressed numerically. Forexample, where activity performance is scored using a percentage value,the thresholds may also be percentages. In some embodiments of thepresent system, the thresholds may be fixed, so that any scored under alower threshold (e.g., 20%, 30%, 40%, or % 50) indicates that a studentachieving the score should be assigned a remediation activity and anyscored over an upper threshold (e.g., 70%, 80%, or 90%) indicates that astudent achieving the score should be assigned an enhancement activity.Scores falling between the lower and upper thresholds may be associatedwith satisfactory performance on the activity.

The various thresholds may be fixed system-wide so that the samethresholds are used for the evaluation of all scores for all curriculumactivities. In some other embodiments, though, the thresholds may befine-tuned so that different activities are allocated differentthresholds. Different thresholds could be allocated, for example, todifferent subjects or to activities associated with different levels ofexpertise. In some cases, different thresholds could be established fordifferent teachers, or different learners may be allocated differentthresholds. In some cases, instructors may be able to modify or adjustthe threshold values, perhaps depending upon their experience with aparticular class. If a class is struggling, for example, the lowerthreshold (which is associated with the assignment of remediationactivities) could be raised so that on a given activity, a greaternumber of learners will likely be assigned remediation curriculumactivities.

With thresholds established (either via selection by a particularinstructor or by system-wide or course-wide predefined values), thescores achieved by each learner in the class on the initial curriculumactivity are compared to the thresholds to determine whether eachlearner requires additional remediation or enhancement activities.

Referring to FIG. 16 , therefore, if the learner's initial score fallsbelow the lower threshold (step 1606), the learner will be assigned aremediation curriculum activity. Accordingly, in step 1608 a suitableremediation curriculum activity is identified. Typically, theremediation curriculum activity is associated with a particular learningobject that is the same as the learning objective associated with theinitial curriculum activity. For example, if the initial curriculumactivity is focused on a learning objective of learning grammar, thelearning objective of the remediation curriculum activity is the same.

In an embodiment, each curriculum activity implemented by the presentsystem will be associated with a particular remediation curriculumactivity. The association could be defined in a look-up table, such asTable 1, below, stored in a suitable system memory, such as in storagesubsystem 210 of system 200.

TABLE 1 Initial (Core) Remediation Enhancement Curriculum ActivityCurriculum Activity Curriculum Activity Grammar 1.1 Grammar 1.1 -Grammar 1.1 - Remediation Enhancement Learning objective - Learningobjective - Learning objective - Using want to/wants to same as ‘core’same as ‘core’ with all persons sing activity activity Activity typeActivity type Activity type Fill in the blank by typing Choose thecorrect form Create full sentences the correct form of want/ ofwant/wants to in given with want/wants to by wants to based on visualsentences, based on dragging and dropping prompts visual prompts wordsin the correct

Having identified the remediation curriculum activity in step 1608, instep 1610 the remediation curriculum activity is assigned to thelearner. This may involve the system modifying the learner's lessonplan, which sets forth a series of curriculum activities to beundertaken by the learner, to include the remediation curriculumactivity. With the assignment executed, the remediation curriculumactivity is scheduled so that the learner must complete the activity bya particular due date specified by the instructor.

Referring to FIG. 16 , steps 1606, 1608, and 1610 may be executed foreach learner within a class whose performance on the initial curriculumactivity fell below the lower threshold. By executing the steps for eachlearner simultaneous, multiple learners may be assigned a remediationcurriculum activity simultaneously.

Accordingly, with reference to FIG. 17A, the system, having determinedthat a number of learners 1702 received scores on the initial curriculumactivity that fell below the lower threshold (indicating that thelearners should be assigned a remediation activity), the user interfacegenerates a notification 1706 indicating that at least one student mayrequire a remediation activity. Notification 1706 further identifies thenumber 1708 of students that require the remediation activity.

To assist the instructor in determining how to assign the remediationcurriculum activity, notification 1706 includes a link 1710 that, whenexecuted, will pop-up a window depicting the remediation curriculumactivity. For example, FIG. 17B depicts the user interface of FIG. 17Aafter the instructor has activated link 1710. As shown in FIG. 17B,window 1712 has popped up depicting the content of the remediationcurriculum activity. As described above, the remediation curriculumactivity for the initial curriculum activity may be identified in alook-up table, such as Table 1 above.

Having reviewed the remediation curriculum activity, the instructor mayactivate button 1714 to assign the remediation curriculum activity tolearners that did not score more than the lower threshold (e.g., asdetermined in step 1606 of method 1600).

Upon activating button 1714, the user interface opens a window enablingthe remediation curriculum activity to be assigned to various learners.An example of such a window is depicted in FIG. 17C. Window 1716includes a description 1717 of the class performance and a summary ofthe number of students that did not meet the lower threshold forperformance of the initial curriculum activity and may require theremediation curriculum activity. Link 1719, when activated, causes amessage to be displayed within window 1716 summarizing the learningobjective associated with the remediation curriculum activity currentlybeing assigned.

Window 1716 includes a listing of learners 1718 associated with thecurrent class. Window 1716 also includes, for each learner 1718, anindication of their score on the initial curriculum activity (e.g., asdetermined in step 1602 of method 1600). Blank scores indicated that theuser has not taken the initial curriculum activity. When window 1716 isfirst loaded by the system, learners with scores that fall below thelower threshold are automatically selected (via the checkbox userinterface) for assignment of the remediation curriculum activity. Asdepicted, the instructor can select the checkbox next to variouslearners whose scores did not fall below the lower threshold to addthose learners to the group of learners that will be assigned theremediation curriculum activity. With the group of learners selected(via their respective checkboxes) to receive the remediation curriculumactivity the instructor selects button 1720 to initiate the assignmentprocess.

Upon selecting button 1720, the system outputs a new window, as depictedin FIG. 17D enabling the instructor to schedule the remediationcurriculum activity. Window 1722 enables the instructor to select a duedate and, optionally, a time at which the activity is due on the duedate for the remediation curriculum activity via interface element 1724.Having selected a due date, the instructor activates button 1726 tocontinue the assignment process.

Upon selecting button 1726, the system outputs a new window, as depictedin FIG. 17E enabling the instructor to designate settings associatedwith the remediation curriculum activity and complete the assignmentprocess. Within window 1728 user interface element 1730 allows theinstructor to set limits on the number of the time the remediationcurriculum activity can be attempted. Controls regarding how hints aredisplayed and when correct answers are provided to the learnerundertaking the remediation curriculum activity can also be specified.

The remediation curriculum activity assignment is completed by theinstructor activating button 1732. Upon activating button 1732, thesystem modifies the lessons plans associated with each learner selectedin interface 1718 to include the remediation curriculum activity withthe associated due date and settings specified by the instructor. Thelearners can then undertake the remediation curriculum activity, withthe results being displayed to the instructor via the original userinterface of FIG. 17A. This enables the instructor to review thelearner's performance on the remediation curriculum activity.

Returning to FIG. 16 and method 1600, if the learner's initial scorefalls above the upper threshold (step 1612), the learner can be assignedan enhancement curriculum activity. Accordingly, in step 1614 a suitableenhancement curriculum activity is identified. Typically, theenhancement curriculum activity is associated with a particular learningobject that is the same as the learning object associated with theinitial curriculum activity. For example, if the initial curriculumactivity is focused on a learning objective of learning grammar, thelearning objective of the enhancement curriculum activity is the same.

In an embodiment, each curriculum activity implemented by the presentsystem will be associated with a particular enhancement curriculumactivity. The association could be defined in a look-up table, such asTable 1, above, stored in a suitable system memory, such as in storagesubsystem 210 of system 200.

Having identified the enhancement curriculum activity in step 1614, instep 1616 the enhancement curriculum activity is assigned to thelearner. This may involve the system modifying the learner's lessonplan, which sets forth a series of curriculum activities to beundertaken by the learner, to include the enhancement curriculumactivity. With the assignment, the enhancement curriculum activity isscheduled so that the learner must complete the activity by a particulardue date specified by the instructor.

Referring to FIG. 16 , steps 1612, 1614, and 1616 may be executed foreach learner within a class whose performance on the initial curriculumactivity fell above the upper threshold. By executing the steps for eachlearner simultaneous, multiple learners may be assigned an enhancementcurriculum activity simultaneously.

Accordingly, with reference to FIG. 17A, the system, having determinedthat a number of learners 1702 received scores on the initial curriculumactivity that fell above the upper threshold (indicating that thelearners should be assigned an enhancement activity), the user interfacegenerates a notification 1756 indicating that at least one student mayrequire an enhancement activity. Notification 1756 further identifiesthe number 1758 of students that may require the additional activity.

To assist the instructor in determining how to assign the enhancementcurriculum activity, notification 1756 includes a link 1760 that, whenexecuted, will pop-up a window depicting the enhancement curriculumactivity. For example, FIG. 17F depicts the user interface of FIG. 17Aafter the instructor has activated link 1760. As shown in FIG. 17F,window 1762 has popped up depicted the content of the enhancementactivity. As described above, the enhancement curriculum activity forthe initial curriculum activity may be identified in a look-up table,such as Table 1 above.

Having reviewed the enhancement curriculum activity, the instructor mayactivate button 1764 to assign the enhancement curriculum activity tolearners that scored higher than the upper threshold (e.g., asdetermined in step 1612 of method 1600).

Upon activating button 1764, the user interface opens a window enablingthe enhancement curriculum activity to be assigned to various learners.An example of such a window is depicted in FIG. 17G. Window 1616includes a description 1767 of the class performance and a summary ofthe number of students that exceeded the upper threshold for performanceof the initial curriculum activity and may be provided the enhancementcurriculum activity. Link 1769, when activated, causes a message to bedisplayed within window 1766 summarizing the learning objectiveassociated with the enhancement curriculum activity currently beingassigned.

Window 1766 includes a listing of learners 1768 associated with thecurrent class. Window 1766 also includes, for each learner 1768, anindication of their score on the initial curriculum activity (e.g., asdetermined in step 1602 of method 1600). Blank scores indicated that thelearner did not attempt the initial curriculum activity. When window1766 is first loaded by the system, learners with scores that fall abovethe upper threshold are automatically selected (via the checkbox userinterface). As depicted, the instructor can select the checkbox next tovarious learners whose scores did not fall above the upper threshold toadd those learners to the group of learners that will be assigned theenhancement curriculum activity. With the group of learners selected(via their respective checkboxes) to receive the enhancement curriculumactivity the instructor selects button 1770 to initiate the assignmentprocess.

Upon selecting button 1770, the system outputs a new window, as depictedin FIG. 17H enabling the instructor to schedule the enhancementcurriculum activity. Window 1772 enables the instructor to select a duedate and, optionally, a time at which the activity is due on the duedate for the enhancement curriculum activity via interface element 1774.Having selected a due date, the instructor activates button 1776 tocontinue the assignment process.

Upon selecting button 1776, the system outputs a new window, as depictedin FIG. 17I enabling the instructor to designate settings associatedwith the enhancement curriculum activity and complete the assignmentprocess. Within window 1778 user interface element 1780 allows theinstructor to set limits on the number of the time the enhancementcurriculum activity can be attempted. Controls regarding how hints aredisplayed and when correct answers are provided to the learnerundertaking the enhancement curriculum activity can also be specified.

The enhancement curriculum activity assignment is completed by theinstructor activating button 1782. Upon activating button 1782, thesystem modifies the lessons plans associated with each learner selectedin interface 1768 to include the enhancement curriculum activity withthe associated due date and settings specified by the instructor. Thelearners can then undertake the enhancement curriculum activity, withthe results being display via the original user interface of FIG. 17A.This enables the instructor to review the learner's performance on theenhancement curriculum activity.

Return to method 1600 depicted in FIG. 16 , if the learner's score onthe initial curriculum activity fell between the lower threshold andupper threshold (as determined in step 1618), indicating that thelearner performed satisfactorily on the initial curriculum activity, theinstructor may, in step 1620 arbitrarily assign the learner either aremediation or an enhancement curriculum activity. Step 1620 takes intoconsideration the potential that an instructor may use his or herjudgment to determine that a particular learner may benefit for eitherremediation or enhancement activities. An instructor can add theremediation or enhancement content for a learner who has performedsatisfactorily by selecting the learner in either interface 1728 (to addremediation content to the learner's lesson plan) or interface 1768 (toadd enhancement content to the learner's lesson plan).

In an embodiment a method includes determining, by a server hardwarecomputing device coupled to a network and comprising at least oneprocessor executing specific computer-executable instructions within amemory, for each learner in a group of learners, an initial assessmentscore for an initial curriculum activity and executing, by the serverhardware computing device, a query identifying, within a data logic orat least one database record, a lower threshold value and an upperthreshold value. The method includes identifying, by the server hardwarecomputing device, a first group of learners, wherein the initialassessment score associated with each learner in the first group oflearners is less than the lower threshold value, identifying, by theserver hardware computing device, a second group of learners, whereinthe initial assessment score associated with each learner in the secondgroup of learners is greater than the upper threshold value, andexecuting, by the server hardware computing device, a query identifyinga remediation curriculum activity associated with the initial curriculumactivity. The method includes executing, by the server hardwarecomputing device, a query identifying an enhancement curriculum activityassociated with the initial curriculum activity, and encoding, by theserver hardware computing device, for display on a client hardwarecomputing device, a graphical user interface including an identificationof the first group of learners, an identification of the second group oflearners, a first user interface element configured to cause the serverhardware computing device to modify lesson plans associated with eachlearner in the first group of learners to include the remediationcurriculum activity, and a second user interface element configured tocause the server hardware computing device to modify lesson plansassociated with each learner in the second group of learners to includethe enhancement curriculum activity. The method includes transmitting,by the server hardware computing device, the graphical user interface tothe client hardware computing device.

In another embodiment, a method includes determining, by a serverhardware computing device coupled to a network and comprising at leastone processor executing specific computer-executable instructions withina memory, an initial assessment score for an initial curriculum activityfor a learner, executing, by the server hardware computing device, aquery identifying, within a data logic or at least one database record,a lower threshold value, and responsive to determining that the initialassessment score is less than the lower threshold value executing, bythe server hardware computing device, a query identifying a remediationcurriculum activity associated with the initial curriculum activity,encoding, by the server hardware computing device, for display on aclient hardware computing device, a first graphical user interfaceincluding an identification of the learner and a first user interfaceelement configured to cause the server hardware computing device tomodify a lesson plan of the learner to include the remediationcurriculum activity, and transmitting, by the server hardware computingdevice, the first graphical user interface to the client hardwarecomputing device.

In another embodiment, a system includes a server hardware computingdevice coupled to a network and comprising at least one processorexecuting specific computer-executable instructions within a memorythat, when executed, cause the system to determine an initial assessmentscore for an initial curriculum activity for a learner, identify, withina data logic or at least one database record, a lower threshold value,and responsive to determining that the initial assessment score is lessthan the lower threshold value identify a remediation curriculumactivity associated with the initial curriculum activity, encode fordisplay on a client hardware computing device, a first graphical userinterface including an identification of the learner and a first userinterface element configured to cause the server hardware computingdevice to modify a lesson plan of the learner to include the remediationcurriculum activity, and transmit the first graphical user interface tothe client hardware computing device.

Other embodiments and uses of the above inventions will be apparent tothose having ordinary skill in the art upon consideration of thespecification and practice of the invention disclosed herein. Thespecification and examples given should be considered exemplary only,and it is contemplated that the appended claims will cover any othersuch embodiments or modifications as fall within the true scope of theinvention.

The Abstract accompanying this specification is provided to enable theUnited States Patent and Trademark Office and the public generally todetermine quickly from a cursory inspection the nature and gist of thetechnical disclosure and in no way intended for defining, determining,or limiting the present invention or any of its embodiments.

The invention claimed is:
 1. A method, comprising: executing, by aserver comprising a hardware computing device coupled to a network andcomprising at least one processor executing instructions within amemory, a first database command selecting a learner profile datarecord, from within a database coupled to the network, for each learnerin a group of learners, each learner profile data record comprising aninitial assessment score for an initial curriculum activity associatedwith a learning objective, the initial curriculum activity beingassociated with a skill level within a global scale of English (GSE)framework, the GSE framework including a standardized, granular scalemeasuring at least one proficiency for at least one functional skill andfurther indicating a stage at which a learning objective associated withthe at least one functional skill should be understood by a learneruser; executing, by the server, at least one software module comprisingthe instructions to cause the server to: identify, within a logic withinthe instructions or at least one database record, a first thresholdvalue and a second threshold value, defined within the GSE framework,within the logic or the database, measure a proficiency of a pluralityof tasks and learning objectives including the initial curriculumactivity, and indicate a stage at which the initial curriculum activityshould be understood by a learner, wherein the first threshold valuecomprises a lower threshold value relative to the second thresholdvalue, and the second threshold value comprises an upper threshold valuerelative to the first threshold value; automatically determining, by theserver: a first group of learners, wherein the initial assessment scoreassociated within the data record selected for each learner in the firstgroup of learners is less than the lower threshold value, and a secondgroup of learners, wherein the initial assessment score associatedwithin the data record selected for each learner in the second group oflearners is greater than the upper threshold value; executing, by theserver: a second database command selecting, from within the database, aremediation curriculum activity data record including a set ofremediation curriculum activities associated, in the database or thelogic, with the initial curriculum activity, and a third databasecommand identifying, within the database, an enhancement curriculumactivity data record including a set of enhancement curriculumactivities associated, in the database or the logic, with the initialcurriculum activity; generating, by the server, for display on a clientdevice coupled to the network, a graphical user interface (GUI)including: a first GUI component displaying the first group of learners,automatically selected, and a second GUI component displaying the secondgroup of learners, automatically selected; modifying, by the server viathe logic within the at least one software module, lesson plansassociated with: each learner in the first group of learners to includeat least one remediation curriculum activity from the set of remediationcurriculum activities, and each learner in the second group of learnersto include at least one enhancement curriculum activity from the set ofenhancement curriculum activities, wherein a first modified lesson plan,of the lesson plans modified by the server, that is associated with afirst learner in the first group of learners includes a differentremediation curriculum activity from the set of remediation curriculumactivities than a second modified lesson plan, of the lesson plansmodified by the server, that is associated with a second learner in thefirst group of learners; activating and providing, by the server, forthe first group of learners, a first electronic interactive linkconfigured to provide, when activated, access to the at least oneremediation curriculum activity; activating and providing, by theserver, for the second group of learners, a second electronicinteractive link configured to provide, when activated, access to the atleast one enhancement curriculum activity corresponding to the upperthreshold value; in response to detecting interaction with the firstelectronic interactive link, automatically transmitting, by the server,the at least one remediation curriculum activity to at least one learnerincluded in the first group of learners; and in response to detectinginteraction with the second electronic interactive link, automaticallytransmitting, by the server, the at least one enhancement curriculumactivity corresponding to the upper threshold value to at least onelearner included in the second group of learners.
 2. The method of claim1, further comprising: receiving, by the server, a first communicationincluding a first date, wherein modifying, by the server, the lessonplans associated with each learner in the first group of learnersfurther includes setting a due date for completion of each of the atleast one remediation curriculum activity to the first date; andreceiving, by the server, a second communication including a seconddate, wherein modifying, by the server, the lesson plans associated witheach learner in the second group of learners further includes setting adue date for completion of each of the at least one enhancementcurriculum activity to the second date.
 3. The method of claim 1,further comprising: receiving, by the server, a selection of anadditional learner; and responsive to receiving the selection of theadditional learner, adding, by the server, the additional learner to:the first group of learners, the second group of learners; or a thirdgroup of learners, wherein the initial assessment score associatedwithin the data record selected for each learner in the third group oflearners is greater than the lower threshold value and less than theupper threshold value.
 4. The method of claim 1, wherein each of the atleast one remediation curriculum activity is associated with thelearning objective, and wherein each of the at least one enhancementcurriculum activity is associated with the learning objective.
 5. Themethod of claim 1, wherein the GUI is operated by an instructor, andwherein the method further comprises: receiving, by the server, thelower threshold value and the upper threshold value from the GUI.
 6. Amethod, comprising: executing, by a server comprising a hardwarecomputing device coupled to a network and comprising at least oneprocessor executing instructions within a memory, a first databasecommand selecting a set of learner profile data records, from within adatabase coupled to the network, each learner profile data recordcomprising an initial assessment score for an initial curriculumactivity for a first learner associated with a learning objective, theinitial curriculum activity being associated with a skill level within aGSE framework, the GSE framework including a standardized, granularscale measuring at least one proficiency for at least one functionalskill and further indicating a stage at which a learning objectiveassociated with the at least one functional skill should be understoodby a learner user; executing, by the server, at least one softwaremodule to cause the server to identify, within a logic within theinstructions or at least one database record, a first threshold value,defined within the GSE framework, within the logic or the database,wherein the first threshold value comprises a lower threshold valuerelative to an upper threshold value, defined within the GSE framework,within the logic or the database, wherein the upper threshold value andthe lower threshold value correspond to the initial curriculum activity;and responsive to a determination, by the logic, that the initialassessment score is less than the lower threshold value: executing, bythe server, a second database command selecting, from within thedatabase, a remediation curriculum activity data record including a setof remediation curriculum activities, wherein each remediationcurriculum activity is associated, in the logic or the database, withthe initial curriculum activity, generating, by the server, for displayon a client device coupled to the network, a first graphical userinterface (GUI) including a first GUI component displaying a first groupof learners, automatically selected and including the first learner, andmodifying, by the server via the logic within the at least one softwaremodule, lesson plans for each learner included in the first group oflearners to include at least one remediation curriculum activity fromthe set of remediation curriculum activities, wherein a first modifiedlesson plan, of the lesson plans modified by the server, that isassociated with the first learner includes a first remediationcurriculum activity from the set of remediation curriculum activities,the first remediation curriculum activity is different than a secondremediation curriculum activity included in a second modified lessonplan, of the lesson plans modified by the server, that is associatedwith a second learner in the first group of learners; activating andproviding, by the server, for the first learner of the first group oflearners, a first electronic interactive link configured to provide thefirst learner, when activated, access to the first remediationcurriculum activity from the set of remediation curriculum activities;activating and providing, by the server, for the second learner of thefirst group of learners, a second electronic interactive link configuredto provide the second learner, when activated, access to the secondremediation curriculum activity from the set of remediation curriculumactivities; in response to detecting interaction with the firstelectronic interactive link, automatically transmitting, by the server,the first remediation curriculum activity to the first learner of thefirst group of learners; and in response to detecting interaction withthe second electronic interactive link, automatically transmitting, bythe server, the second remediation curriculum activity to the secondlearner of the first group of learners.
 7. The method of claim 6,wherein executing the at least one software module further comprises:identifying a second threshold value distinct from the first thresholdvalue, the second threshold value comprising the upper threshold value,wherein the method further comprises: responsive to a determination, bythe logic, that the initial assessment score is greater than the upperthreshold value: executing, by the server, a third database commandselecting, from within the database, an enhancement curriculum activitydata record including a set of enhancement curriculum activities,wherein each enhancement curriculum activity is associated, in the logicor the database, with the initial curriculum activity, generating, bythe server, for display on the client device, a second GUI including asecond GUI component displaying a second group of learners,automatically selected and including a third learner, and executing, bythe server, the logic within the at least one software module, wherein,when executed, the logic is configured to modify the lesson plan of thethird learner to include at least one enhancement curriculum activityfrom the set of enhancement curriculum activities, wherein the modifiedlesson plan, of the lesson plans modified by the server, that isassociated with the third learner includes a different enhancementcurriculum activity from the set of enhancement curriculum activitiesthan another modified lesson plan, of the lesson plans modified by theserver, that is associated with another learner included in the secondgroup of learners.
 8. The method of claim 7, wherein each of the atleast one remediation curriculum activity is associated with thelearning objective, and wherein each of the at least one enhancementcurriculum activity is associated with the learning objective.
 9. Themethod of claim 6, further comprising: receiving, by the server, a firstcommunication including a first date, wherein modifying, by the server,the lesson plan of the first learner further includes setting a due datefor completion of each of the first remediation curriculum activity tothe first date.
 10. The method of claim 6, further comprising:receiving, by the server, a selection of a fourth learner; andresponsive to receiving the selection of the fourth learner, modifying afourth lesson plan of the fourth learner to include the at least oneremediation curriculum activity.
 11. The method of claim 6, wherein thefirst GUI is operated by an instructor, and wherein the method furthercomprises: receiving, by the server, the lower threshold value from thefirst GUI.
 12. The method of claim 8, wherein the GSE framework includesstandardized, granular scale, measuring at least one English languageproficiency in each of listening, reading, speaking and writingfunctional skills.
 13. A system comprising: a server comprising ahardware computing device coupled to a network and comprising at leastone processor executing instructions within a memory that, whenexecuted, cause the system to: determine a learner profile data record,from within a database coupled to the network, each learner profile datarecord comprising an initial assessment score for an initial curriculumactivity for a learner associated with a learning objective, the initialcurriculum activity being associated with a skill level within a GSEframework, the GSE framework including a standardized, granular scale;identify a first threshold value defined within the GSE framework,wherein the first threshold value comprises a lower threshold valuerelative to an upper threshold value, defined within the GSE framework,within a logic or the database, wherein the upper threshold value andthe lower threshold value are configured to provide for: measuring aproficiency of a plurality of tasks and learning objectives includingthe initial curriculum activity, and indicating a stage at which theinitial curriculum activity should be understood by the learner;responsive to a determination that the initial assessment score is lessthan the lower threshold value: determine a remediation curriculumactivity data record including a set of remediation curriculumactivities associated, in the logic or the database, with the initialcurriculum activity, generate, for display on a client device coupled tothe network, a first graphical user interface (GUI) including a firstGUI component displaying a first group of learners, automaticallyselected and including the learner, and modify a lesson plan of thelearner to include at least one remediation curriculum activity from theset of remediation curriculum activities, wherein the modified lessonplan, of the lesson plans modified by the server, that is associatedwith the learner includes a different remediation curriculum activityfrom the set of remediation curriculum activities than another modifiedlesson plan, of the lesson plans modified by the server, that isassociated with another learner included in the first group of learners,activate and provide, by the server, an electronic interactive linkconfigured to provide the learner, when activated, access to the atleast one remediation curriculum activity from the set of remediationcurriculum activities corresponding to the first threshold value; and inresponse to detecting interaction with the electronic interactive link,automatically transmitting, by the server, the at least one remediationcurriculum activity to the learner.
 14. The system of claim 13, whereinthe server is further configured to: responsive to a determination thatthe initial assessment score is greater than the upper threshold value:determine an enhancement curriculum activity data record including a setof enhancement curriculum activities associated, in the logic or thedatabase, with the initial curriculum activity, generate, for display onthe client device, a second GUI including a second GUI componentdisplaying a second group of learners, automatically selected andincluding the learner, and execute, by the server, the logic, wherein,when executed, the logic is configured to modify the lesson plan of thelearner to include at least one enhancement curriculum activity from theset of enhancement curriculum activities, wherein the modified lessonplan, of the lesson plans modified by the server, that is associatedwith the learner includes a different enhancement curriculum activityfrom the set of enhancement curriculum activities than another modifiedlesson plan, of the lesson plans modified by the server, that isassociated with another learner included in the second group oflearners.
 15. The system of claim 14, wherein the initial curriculumactivity is associated with a learning objective in the plurality oftasks and learning objectives, and wherein each of the at least oneremediation curriculum activity is associated with the learningobjective, and wherein each of the at least one enhancement curriculumactivity is associated with the learning objective.
 16. The system ofclaim 13, wherein the server is further configured to: receive a firstcommunication including a first date, wherein the server is configuredto modify the lesson plan of the learner by setting a due date forcompletion of each of the at least one remediation curriculum activityto the first date.
 17. The system of claim 13, wherein the server isfurther configured to: receive a selection of a second learner; andresponsive to receiving the selection of the second learner, modify asecond lesson plan of the second learner to include: a remediationcurriculum activity from the set of remediation curriculum activities.18. The system of claim 13, wherein the plurality of tasks includestasks associated with a job competency.
 19. The system of claim 13,wherein each task included in the plurality of tasks is associated withat least one learning objective.